In this article, the author investigates the teaching and writing of poetry within public school spaces, illuminating how the work of poetry in an Academic Interventions classroom stirs new visions of who the students and the teacher can be. The study involves five teachers from a range of rural, urban, and suburban districts. These teachers developed data collection tools to learn from their students about their literacies; analyzed this data; developed curricula and projects to build on their students out-of-school literacies and lives; and utilized digital cameras, digital video, and movie-making software purchased with money from a research grant to engage their students in multimodal learning. Here, the author explores the experiences of just one member of the inquiry group.