This study investigates the challenges learners face in studying and engaging with poetry. Learners from two high schools in Leribe were purposefully selected, and focus group discussions and semi-structured interviews were used for data collection. The findings reveal the challenges to be the teacher-centred approach dominated by the teacher-narration, poetry lessons being predominated by teacher-talk and the learners listening and sometimes taking down notes instead of actively participating in free discussions throughout the lessons. Additionally, it was found out that these teacher-centred methodologies led to learners who are passive and cannot analyse, interpret and provide their personal responses. Furthermore, learners had linguistic challenges including inability to read lines as opposed to sentences (inappropriate poetry reading skills) and unfamiliar vocabulary. Other factors included lack of access to underlying meaning, cultural differences and learners’ attitudes towards poetry. The study therefore concludes that the transactional approach should be implemented as part of English as a Foreign Language (EFL) and English as a Second Language (ESL) poetry education and that good poetry teaching requires a praxis best suited to the nature and stature of this varied and wide literary genre. It is recommended that a facilitation of more unfettered personal writing should be practised for self-expression and for the encouragement of a learner’s voice.