A significant body of research highlights the rich linguistic and cultural experiences offered by spoken word poetry when integrated into English pedagogy, particularly through its fusion of written and performative modes and its opportunities for cultivating empathy and creativity. However, few studies have examined secondary English teachers' experiences in balancing the multimodal literacies inherent in spoken word poetry with the demands of high-stakes examinations. This study addresses this gap by exploring the beliefs and practices of Australian English teachers around the inclusion of spoken word poetry in the text prescriptions for the New South Wales Higher School Certificate (HSC) examination. It offers insights into the scope for broadening existing understandings of literacy in the context of high-stakes assessment in secondary schools. Despite a general enthusiasm for spoken word poetry, it can be challenging for teachers and students to meaningfully engage with the textual form within the constraints of written examinations and assessment outcomes.