Drawing on sociocultural perspectives, this case study investigated ways that youths write, read, and critique poetry in an online affinity space. Specifically, it used a thematic analysis of interviews, a linguistic analysis of online feedback mechanisms, and poetic analysis to gain insight into how four teens engaged with poetry on the Figment website. Findings indicate that the adolescents adopted the identity of poets, followed role models for creative inspiration, and participated in the peer review process. In addition, there was a difference between conceptualization and the reality of the constructive feedback. This study broadens scholarly understanding about adolescent online poetic literacy, with the potential to inform teaching praxis.