Communication between younger elementary school students and lyrical poetry should initi-ally occur on an experiential level. Therefore, the aim of this paper is to explore, from both theoretical and practical aspects, what can influence the success of lyrical poetry reception among students from the 1st to the 4th grade of elementary school. For this purpose, a two-part study was conducted: in the first part, a short questionnaire was administered to stu-dents to examine their attitudes toward lyrical poetry and their poetic interests. In the second part, an interpretation class of a lyrical poem was conducted. For the experimental group of students, a linguistic-creative experiment (a methodological experiment in which, contrary to the usual practice, students' expressions related to the literary text precede its reading) was conducted first, followed by the interpretation of the poem, while the control group of students only participated in the interpretation. This approach was used to investigate whe-ther there is a difference in the reception of the same lyrical poem among students depen-ding on the different approaches to interpretation. Although the hypothesis was that 3rd and 4th-grade students are interested in lyrical poetry, the research showed that younger elemen-tary school students do not show a great interest in lyrical poetry. By comparing the recepti-on of the same lyrical poem in two classes, it was found that the students' interest in poetry has a greater impact on the reception of lyrical poetry than the linguo-methodical experiment.