This article, which investigates the teaching of poetry at Key Stage Four in Northern Ireland, argues that poetry has a radical, and even subversive, role to play in an increasingly examination-driven educational culture. By focusing partly on the views of a number of poets and critics, the article evaluates the, at times, contested nature of poetry and its pedagogy against the background of conflicting ideological and philosophical perspectives. Nevertheless, it strongly argues the case for the power of poetry to enrich and enlarge pupils' educational and imaginative experience. The second, complementary, part presents and critically evaluates the findings from a questionnaire circulated to the Heads of English in all post-primary schools in Northern Ireland. These findings reflect the teachers' general endorsement of the radical specialness of poetry. Additionally, however, key factors are identified for the best transmission of poetry that focus on the importance of a rich range of methodologies and on provision for different learning styles, the significant advantage of coeducational over single-sex teaching, and the benefits arising from pupils' developing emotional and intellectual maturity.