Despite the fact that adolescents benefit from caring adults that participate in their child's education, involvement of families decreases incrementally as students progress to higher grades. Through conversations and observations with students, I have examined how students' perceive these points within a poetry program that was developed for families to participate in various ways at the school. The question my research attempts to answer is: How do students' attitudes, actions, and feelings affect their families' participation in a poetry program designed to improve family involvement? In this study, students' attitudes and beliefs fell into three categories: (1) Students who wanted their families involved, (2) Students who blocked involvement between the school and their families because of perceptions of stress levels and time constraints of their parents, and (3) Students who actively kept their families from coming because of the personal nature of their poetry. (Contains 1 table.)