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What the original service project was
Best Friends Animal Society published Christelle L. Del Prete’s profile of Abby Leuchten on April 24, 2019. Abby was a high-school student completing her school’s senior service project at Best Friends Animal Sanctuary in southern Utah. She had first visited the sanctuary with her family while she was in elementary school, then returned years later for a much more active role.
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The project lasted two weeks. Abby stayed in a sanctuary cabin and volunteered in three animal areas: Dogtown, Marshall’s Piggy Paradise and Horse Haven. The story presents her schedule as a personal experience, not as a standard package offered to every student. A future volunteer should confirm current dates, housing, age rules and assignments directly with the organization.
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Dogs in Dogtown
Abby worked with dogs, including a shy dog named McDreamy. She described him by saying, “He was so shy,” and the profile reports that he “warmed up by the end of our time together.” The account illustrates that animal-service work is not limited to energetic play. Patience, quiet observation and allowing an animal to set the pace can be the meaningful part of a shift.
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The story does not specify a standardized dog-handling curriculum, a required number of walks or a promise that every visitor will be assigned a particular dog. Those details can change with staffing, animal needs and current safety procedures.
Pigs in Marshall’s Piggy Paradise
Walking pigs was new enough to Abby that she said, “I had no idea you could walk pigs.” She also helped with seasonal care: during her winter visit, she put extra hay in the pigs’ houses. Her reaction matters because it shows how a project can introduce a student to an animal group she had not expected to enjoy.
Abby already knew she loved horses and dogs, but the work made her fond of potbellied pigs as well. The profile does not claim that walking pigs or adding hay is a universal volunteer task; it records what she was asked to do during that particular visit.
Horses and goats at Horse Haven
Her equine and livestock chores included mucking horse pastures and the goat barn, helping feed goats and horses, and brushing horses. These are practical maintenance tasks as well as opportunities to observe animal behavior. Cleaning, feeding and grooming can require consistency and physical effort, so they should be treated as real work rather than as a photo opportunity.
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The article does not provide a measured count of stalls cleaned, animals fed or hours served. It also does not describe Abby using veterinary instruments or making medical decisions. Her documented role was volunteer care under the sanctuary’s direction.
How the project influenced Abby’s interests
Before the project, Abby already had strong interests in horses and dogs. Working around pigs broadened that picture, giving her an unexpected connection with potbellied pigs. The change was personal: the story reports what she discovered about her own interests, not a general result that every student should expect.
The timing also connected the project with her education plans. Abby intended to begin an equine science program at Colorado State University the following fall. She said she might pursue pre-veterinary work or equine nutrition. The 2019 profile does not establish which course of study she ultimately chose, whether she entered either profession or what she did later. Those possibilities should not be presented as her confirmed career outcome.
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Abby’s story offers a useful picture of the range of work an animal-service project may contain:
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- Routine care: mucking, feeding, adding bedding or hay, and grooming.
- Direct interaction: walking pigs, spending calm time with shy dogs and handling horses under direction.
- Exposure to several species: a student may discover an interest beyond the animals they already know.
- Connection to future study: hands-on experience can help a student test whether an academic interest feels meaningful, without guaranteeing a particular major or job.
None of these points turns one profile into a statistical study. The available account reports no survey, measured learning outcome, welfare metric or comparison with other service programs. It is best read as a detailed human-interest example.
Planning an animal-service project today
Someone looking for a similar opportunity should use Abby’s experience as a starting point for questions, not as a schedule to copy. Best Friends’ current volunteer overview describes opportunities in multiple animal areas and around the sanctuary. It advises scheduling shifts early because they can fill quickly and directs families to the relevant area pages for age requirements. Current eligibility and openings take precedence over anything described in a 2019 story.
| Planning question | Why it matters | What to confirm |
|---|---|---|
| Is the student old enough? | Animal areas may set different minimum ages. | The current age requirement for the specific area and date. |
| What supervision is provided? | Students may need an adult, staff escort or group leader. | Whether a parent, teacher or other adult must remain on site. |
| Which tasks are available? | Assignments depend on animal needs and staffing. | Whether chores, grooming, walking or observation are open to the student. |
| What training is required? | Handling rules protect people and animals. | Orientation, equipment instructions and any restricted activities. |
| What travel and lodging are needed? | A multi-day project may require transport and accommodation. | Whether the organization offers lodging and, if so, the current terms. |
| Can the organization accept the project format? | Schools differ in hours, paperwork and reporting. | Individual versus group capacity, dates, forms and a contact for school verification. |
A step-by-step project framework
1. Define the school requirement
Ask the teacher or coordinator how many hours are required, whether the work must be completed in one block, what reflection is expected and which forms need a signature. A two-week placement may fit one school but not another. Clarifying the deliverable first prevents a student from arranging an opportunity that cannot satisfy the assignment.
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2. Contact the organization before making travel plans
Use the organization’s current volunteer information to check openings and age rules, then ask about the exact dates. Because shifts may fill early, waiting until the trip is booked can leave a student without an approved placement. Request written confirmation of the area, start time, meeting point, supervision and cancellation process.
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3. Match the student to realistic tasks
Explain the student’s experience level and interests, but do not assume a preference guarantees an assignment with horses, dogs or pigs. Ask which chores are appropriate and whether the student will rotate among areas. A project can still be valuable when the work is cleaning, feeding or observation rather than the animal interaction the student first imagined.
4. Plan the practical details
Confirm transportation, meals, weather contingencies and any lodging arrangements well before the first shift. Abby stayed in a sanctuary cabin during her historical project; that does not establish that cabins are currently available or that a new volunteer is eligible to use one. Treat lodging as a separate question requiring current confirmation.
5. Follow the site’s welfare and safety instructions
Attend the required orientation and ask before entering an enclosure, offering food, moving equipment or approaching an unfamiliar animal. Animal behavior can change with illness, stress, season and group dynamics. A student should stop and seek staff direction when an animal, task or environment feels unsafe.
6. Keep a factual project record
For a school reflection, record dates, areas, general duties, skills practiced and questions that arose. Do not interrupt care to take photographs or collect personal information about animals. A simple log helps distinguish what the student actually did from what they expected to do.
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7. Reflect on learning without overstating results
A strong final report can explain how routine chores support animal care, what the student learned about species-specific behavior and whether the experience changed an academic interest. It should not claim that one placement proves a career choice or produced a measurable welfare outcome unless the school or organization supplied evidence for that claim.
Independent reader supportYour contribution helps us test, update, and keep practical guides available for everyone.Supplies, food and equipment: follow instructions instead of guessing
The profile and the current volunteer overview do not recommend that visitors buy or bring feed, treats, hay, tools, clothing or other animal-care supplies. Do not arrive with food or equipment based on assumptions about what animals need. Ask the organization what, if anything, volunteers should wear or bring, and use only approved materials. This protects animals from unsuitable food and keeps staff in control of tools and handling procedures.
How the current sanctuary context differs from Abby’s visit
Best Friends currently describes its sanctuary as providing a healing home for up to 1,600 animals. That is the organization’s own capacity description, accessed in 2026; it is not a count of the animals Abby encountered and not a measured outcome of her project. The scale of a sanctuary can also mean that available work changes from one area or date to another.
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For a current volunteer, the official area pages and scheduling information are the controlling sources for eligibility, openings and instructions. The 2019 profile remains useful for understanding the kinds of chores and discoveries an animal-service project can involve, but it cannot establish today’s rules.
Questions for a student, parent or teacher to ask
- Does the student meet the current minimum age for the chosen animal area?
- Must a parent, teacher or other adult supervise the entire shift?
- Which tasks are hands-on, and which are observation or facility care?
- What training must be completed before animal contact?
- Are the dates, hours and group size compatible with the school requirement?
- What happens if weather, animal health or staffing changes the assignment?
- What clothing, closed-toe footwear or protective equipment does the site require?
- Can the organization provide confirmation of attendance for the school?
These questions help separate a student’s goals from the organization’s current capacity. They also prevent the most common misunderstanding created by a vivid profile: assuming that a memorable past placement is an automatically available program.
What this story ultimately shows
Abby’s two weeks combined unglamorous chores with close observation and unexpected discovery. She cleaned horse and goat areas, helped feed and groom animals, walked pigs, cared for pigs in winter and worked patiently with a shy dog. The experience added pigs to the animals she cared about and gave context to her planned equine-science studies.
For anyone designing a service project with animals, the durable lesson is to choose a placement that is safe, supervised and documented, then let the actual work—not a promised species or a dramatic outcome—shape the student’s reflection. Check current age and scheduling information with the organization before committing, and treat every assignment, lodging arrangement and task list as subject to present-day confirmation.
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