This article aims to inspect the result of poetry education in middle school based on survey research and on the notion of community of practice. Learners were up to graduate from middle school. The survey includes their estimation of national curriculum and contents in textbook, and learner`s expectation of learning poetry in high school. Learners were divided into four groups through their participation tendencies: ① learners who answered to survey sincerely, ② learners who answered to favorite poem or poet, ③ learners who had their own favorite cultural contents except poetry, ④ learners who had impressional poetry lesson in school. Each group had different location in poetry class community. First and third groups were located far from the center of community. Second and Forth groups were relatively close to the center. But four group were all peripheral participants cause they thought their subjective favor was inferior to reified understanding so they couldn`t propose their own discourses and participate in the community actively. Nevertheless, second group showed possibility of active participation. They had their own poems or poets as cultural property that could turn into reification of their subjective responses. Thus it seems to be important that poetry education in middle school provide opportunities to reify learners` subjective responses and to have their own favorites.