A recent study (Shapiro & Shapiro, 1970) showed that fourth graders from an upper middle class background with varying degrees of intelligence, creativity, and language achievement could be taught to express themselves poetically. The present study was undertaken to replicate these results with children from less advantaged backgrounds. The two alternative experimental programs for poetry writing developed for the initial study were used. Comparison of these results indicate that the methodologies employed are equally effective with both socio-economic groups. The effect of intelligence, creativity, and language achievement differs to some extent; the implications of both the similarities and differences are explored. [Not available in hard copy due to marginal legibility of original document.] (Author)