Nowadays, there are few Spanish as a Foreign Language (SFL) textbooks that use literature (especially, poetry) in order to develop the student’s language skills. There are two possible causes that explain this phenomenon: on one side, SFL teachers assume literature is only an accessory of language that has a remarkable degree of complexity. On the other hand, teachers consider that using poetry in foreign language teaching may improve reading comprehension and vocabulary learning only. Textbooks frequently include cannonic writers’ literary pieces, mentioned in Spanish as a Mother Language (SML) textbooks to teach culture and literature. Some of the most well-known writers that appear in SML and SFL textbooks are Federico Garcia Lorca, Antonio Machado (in the case of Spain), and Ruben Dario and Mario Benedetti (in the case of Hispanic America), ousting many other male and, especially, female writers who have an established literature career. Most of the activities proposed with literary texts usually work on reading comprehension and new vocabulary learning. In order to achieve the development of intercultural competence and the inclusion of Hispanic women poetry, a SFL booklet that gathers intercultural competence and the role of Hispanic women in poetry was designed and evaluated. The selected group of female writers and poems is justified through a conceptual framework that binds the importance of poetry in literature and SFL classes, the role of women in the writing and knowledge production and finally, the recognition of other cultural expression in Spanish language that allow the convergence of different points of view that contribute to an intercultural encounter in the SFL classroom.