The integration of English literature in the English as a Second Language (ESL) classroom has long been viewed as fundamental in contributing to the overall improvement of students’ proficiency in English language. This book explores both the approaches used by teachers in teaching literature and students’ reaction towards the approaches employed. The main premise of this write-up focuses specifically on the experience of less proficient students with English literature and discussion of findings therefore, would be crucial to both policymakers and ESL practitioners.