For centuries, memorisation was the vital mode through which the “uses of poetry” were realised. The mixed reaction to its reinstatement on the primary curriculum indicates how much has changed. But does memorisation afford a different type of understanding not available through reading or critical analysis? In this article, we draw on the initial findings of the Cambridge Poetry and Memory Project, in which we have sought to identify what is distinctive about this mode of engagement. Through a national online survey and 40 interviews, we are investigating experiences of memorised poetry from childhood to old age, relating these accounts to theories of memory and cognition. At the time of writing, we are still analysing our findings. The relationships between personal psychology, modes of encounter and social contexts on the one hand, and the experience of a memorised poem on the other, are clearly extremely complex. Here we explore three emerging themes through which we are starting to make sense of these: the memorised poem experienced as a living entity; as indwelling and indwelt; and within a relationship of love. We review evidence suggesting how memorisation and literary analysis may become mutually enhancing, and conclude that the memorised poem is a largely unrecognised resource with the potential to enrich people’s lives in multiple ways over many years.