Schools are becoming increasingly diverse, and teachers must recognize the social, cultural, and personal experiences that students bring to the classroom and must leverage this knowledge to develop curriculum and instructional strategies to meet the needs of a growing, diverse student population. The author uses Winn and Johnson's (2011) framework to plan and facilitate culturally relevant poetry instruction with a focus on building students' poetry writing capacity. The findings reveal that culturally relevant poetry writing has the potential to amplify students' voices, increase their writing self-efficacy, and support them in exploring their cultural backgrounds and the backgrounds of others.