Former taken-for-granted approaches to the teaching of literature and by extension the teaching of poetry in the Caribbean classroom are no longer stable. Concerns over low student achievement in the Caribbean Secondary Education Certificate (CSEC) examination in key areas such as poetry, create considerable debates over how teachers of English in the Caribbean should both respond to and be prepared for the teaching of poetry in the English classroom. And, changing/emerging populations of Caribbean adolescents and the proliferation of new technologies are challenging teachers of English to greater accountability of "how their professional identities, their transparency of practice and how they represent their practice have consequences for what students are able to learn" (Grossman, Hammerness, and McDonald 2009). In recent times, approaches to literature teaching have been developed which have the potential to result in increased student engagement and achievement.