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This study investigates the incorporation of literature in teaching practices in English as a second language (ESL) and its influence on education. It explores how teachers integrate literature reading into their instruction, the materials they choose, the underlying purposes, and the assessment methods employed. The research aims to uncover teachers' strategies for promoting literature reading and their perspectives on the value of literature in schools. Through a qualitative approach, semi-structured interviews were conducted with five teachers from two municipalities in Skane, Sweden, ensuring a diverse range of perspectives and experiences. The findings highlight the various approaches adopted by teachers when promoting literature reading. While some actively employ strategies to engage students with literature, others may not prioritize its use. The study also reveals divergent viewpoints regarding the value of literature in education. While some teachers recognize its ability to foster critical thinking, empathy, and cultural understanding, others may consider it less relevant compared to other academic subjects. These findings have significant implications for educational practices, emphasizing the importance of effective strategies to integrate literature into teaching. Such integration can enhance students' reading skills and overall educational experience. By grasping teachers' perspectives and approaches, educational institutions can promote a comprehensive and impactful use of literature in the classroom