Literary experiences, because they are not clear to evaluate objectively and properly, were not have made a lot of research at Korea. However, it is very essential to guarantee the totality of evaluation of literature education. I discussed on the relationship between literary ability and literary experiences, and analyzed South Korea`s official curriculum how it has been dealt with literary experiences within literary education in this paper. In addition, I have categorized the contents and methods of evaluating literary experiences and bring the operating principles up within the process of literary evaluation. I think it could extend the region of study on literary education. Literary experiences are the basis of literary ability in company with the literary knowledges. So, the 2007th official curriculum of South Korea deals literary experiences with the basic component of objects and contents of literary education. Literary experiences can be categorized according to several criteria. I proposed seven kinds of criteria for categorizing contents of evaluating literary experiences in this paper. I organized the methods of evaluating literary experiences to five categories by focuses and techniques of literary education, also. In addition, I noted the principles of evaluation of literary experiences by general steps of educational evaluation, the designing phase, the operating phase, and the analyzing and applying the results of evaluation phase. And I pointed three notable rules by same steps of evaluation. I think it will be able to organize valid templates for evaluation of literary experiences using the principles and rules that noted in this paper.