This study aims to (1) describe how concrete poetry can reshape the teachers' and students' perception of poetry inclusion in EFL classrooms; (2) explain how concrete poetry develops students' language and creative skills; and (3) investigate the students' self-efficacy in writing concrete poetry. The study participants were chosen purposively from SMP Hikmah Teladan Bandung students and their English teachers. To answer RQ 1, structured interviews with participants were conducted before and after the program implementation. To answer RQ2 , lesson plans were devised and implemented. The students' works, as a result, were analyzed holistically. To answer RQ3, participants were interviewed regarding their self­efficacy in creating concrete poetry. The study reveals that (1) Concrete poetry has helped reframe the perceptions of both teachers and students regarding the inclusion of poetry in EFL classrooms; (2) the use of concrete poetry in EFL classrooms has led to significant improvements in students' language proficiency and creative abilities; and (3) the students' self-efficacy in writing concrete poetry increased significantly.