This study focused on the qualities of poetry in reducing professional stress, specifically with higher education poetry instructors. The intent of the research was to address the gap in the literature by examining the rich, authentic experiences of poetry instructors who had experienced stress in their professional or writing lives. This study used a basic qualitative approach to answer the research question: What poetic inquiry strategies do poetry writing instructors use to manage professional stress? Twelve participants shared their experiences in semi-structured interviews to share qualities of poetry in important areas, including how they used poetic inquiry to manage stress in the classroom, academia, or the larger world of poetry and community culture. Mezirow's transformative learning theory was an underlying framework for the study. Through this study, the researcher focused on the initial areas of poetic inquiry, professional stress, and transformative learning experiences. The findings suggested that transformative learning experiences helped poetry instructors overcome classroom stress, writing life, and work/life balance. Thematic analysis was applied to the collected data that revealed the four themes that emerged: 1) lens of perception, 2) breath and the value of voice, 3) community and culture, and 4) a diligent practice of identity. The impact of this study may provide valuable insights into instructor stress in higher education. This study may be significant for contributing to the relatively new field of poetic inquiry by using the qualities of poetry as a practice strategy for successfully managing instructor-related stress. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]