The term "prose poem" has been used in a classroom without consideration as literary knowledge. This paper raises this issue and reviews the phenomenon critically. First of all, from its fountainhead to the context and development process of the term "prose poem" will be examined. The "prose poem" forms a genre that is hard to have its own properties because this type of poem is invented by deviation from the fixed form of verse. Therefore its properties, such as rhythm and poetic characteristics, are very controversial and hard to characterized. The terminology is still used in a field, but the definition and its properties are not clarified. Because of this issue, the most typical characteristic of "prose poem", which is less rhythmical than the fixed verse, is the only topic discussed in a class. However, less rhythmical could be taught with "prose", it is difficult to be considered as prose poem`s own learning content. Terminology or knowledge taught in a class should be applied to understand different ideas by students. Thus, in this paper, "prose poem" is concerned and debated to find a way to be properly used in a class as an educational knowledge through reviewing the term critically.