The problem of pedagogical attitude is considered in relation to developing teenagers’ comprehension of lyric poetry. Teacher’s readiness for creative interaction is presented as a leading condition for effectively organizing the process of studying lyric poetry, contributing to the personal and cognitive development of students, the disclosure of their creative potential. More specific attitudes of the literature teacher are singled out, which can either contibute to the process of subject-semantic communication during poetry lessons or, on the contrary, block it.