There is a convincing literature base showing that teachers in a variety of content areas at all levels have used poetry for many years to enrich their curricula and assist in the learning of concepts, procedures, theories, and terms (e.g., Dexter, 1988; Ginocchio & Frederick, 1987; Kane, 1998, 2003; Robertson, 1997; Rodgers & Zolbrod, 1986; Spatz, 1982). In this article, the authors review some of that literature, specifically relating to the disciplines of social studies, mathematics, and science, though they believe that the ideas discussed could easily be adapted to work in any content area. Then the authors explain a poetry activity they implemented in a college class with preservice teachers representing a variety of subject areas, including Spanish, economics, and art. They include curriculum-related poems written by them and their students (with their permission). Finally, they reflect on what was created, discovered, and learned; note potential benefits to K-12 students; and give suggestions for applying the principles of the project.