This research focused on educational activities conducted by users of guide dogs. By summarizing these activities and clarifying the perceptions of the guide-dog users leading these activities, we aimed to provide a concrete resource for welfare education about guide dogs. The 40 guide-dog users who participated in this study all had experience of leading such educational activities. The results obtained from the current research were outlined below. 1) Most educational activities conducted by guide-dog users took place in elementary or junior high schools. The contents of the lessons tended to be left up to the guide-dog users themselves. 2) Most guide-dog users wanted children to learn not only about their guide dog, but also about their visual impairment. 3) Many of the guide-dog users had various ideas for encouraging children to enjoy the educational activities, including letting children practice walking with the dog or touching the dog. On the other hand, many users were troubled by requests from teachers to let the children walk with or touch the guide dog. 4) Some of the guide-dogusers expressed doubts about the casual way in which guide dogs are selected as a subject for welfare education, and also about teachers’ insufficient research into guide dogs and visual impairment. In the future, we intend to research elementary and junior high school teachers’ attitudes to these educational activities. We also intend to research the attitudes of staff at guide-dog-training facilities, who support the educational activities in the same way as guide-dog users. Our goal is to use the results ofthe current research, and of future research, to develop a welfare education program concerning guide dogs.