Background Animal-assisted reading programs have been introduced as an intervention approach to help students with special educational needs, such as dyslexia, improve reading outcomes. These programs create an optimal environment that allows students to practice their reading skills in an engaging way to a non-judgmental audience. While previous research shows promising results from these types of programs, the literature is heavily limited to the use of traditional companion animals, such as cats and dogs, and there is no standardized protocol governing their development. Objective The purpose of this study was to develop, implement, and evaluate a farm-animal-assisted reading program specifically for students diagnosed with dyslexia at The Schenck School. ACOTE Area This study aims to fulfill the Occupational Therapy Capstone Experience requirements set by ACOTE by providing the student PI exposure to program development and evaluation. Methods Participants were recruited through purposeful sampling, and the program was implemented during The Art Barn’s after-school program for seven consecutive weeks. Participants were pulled from the after-school program for approximately 20 minutes to read aloud to the farm animal of the week. A pre-test and post-test assessment was created and administered to better understand this program’s perceived effect on participants’ reading outcomes, specifically confidence levels and attitudes towards reading. Additionally, participants answered a series of open-ended questions about their experience at the end of the program. A total score was given for participants’ pre-test and post-test, and then a Wilcoxon signed-rank test was used to determine if there was a statistically significant difference between scores. Thematic analysis was used to identify recurring patterns, themes, and ideas from the exit interview open responses. Results All participants exhibited an increase in scores (Pre-test mean = 34.50; post-test mean = 46.50). However, these differences were not statistically significant (P = 0.068). Qualitative results showed universally positive attitudes towards the program, with all students stating that they would like to continue participating in the program. Additional common themes included excitement towards participating in the program, enjoyment of petting and snuggling with the animals, and feeling comfortable reading aloud to the animals. Conclusions These results suggest preliminary support for the benefits of farm-animal-assisted reading programs, particularly for students with reading disabilities. This program can represent a unique and engaging alternative to more traditional interventions that support reading. However, further research is needed to better understand the impact of a farm-animal-assisted reading program.