Contemplating one's teaching is an essential part of teacher education. As instructors of a methods course with a tutoring component, we asked education majors in the class to author weekly e-mail reflections about their teaching experiences. However, they had difficulty considering their lessons. The authors knew poetry stimulated introspections. Hoping to evoke the education majors' reflexivity, they requested the education majors create two poems (middle and end of semester), portraying their perceptions and dilemmas related to their teaching. The authors explored the lyrical forms through constant comparative analysis. Writing in a poetic voice prompted the education majors' contemplations. However, rather than focusing on their lessons, the education majors' initial poems portrayed their anxieties about teaching while their end of semester poems centered on concern for children.