An exploratory study into the collaborative activity of creating a poem in early years education is reported. A group of 6-year-old children and their teacher making free-form poetry are followed for three consecutive lessons. The analytical interest is wide in scope, from looking at the process in terms of the verbal actions of the children and the teacher, which reveal what difficulties they face and struggle with, to what poetic aspects they cover and try to master. A number of issues and tensions fundamental to learning to make poetry are reported. Finally, some more specific questions for further research are proposed. (Contains 12 excerpts.)