The purpose of this paper is to investigate the contents and structures of `literature` in National high school curriculum. For this purpose, I analysed Korean national curriculum from 1th version to 2009 version, and then examine those of Japanese and Finnish by comparative view. Historically, as revision goes by, the contents of Korean national curriculum have been detailed, and the structures systematic. The curriculums in early stage focused on enhancement the level of learners´ culture and reading experience, and those has evolved gradually toward a direction that emphasize knowledges. Recently, new emphasis is being given to the literature with culture or in culture, and practising literature. Japanese curriculum revised in 2008 emphasizes reading the classics including both literature works and non-literature text. The significant feature of Finnish curriculum is to consider the minorities in multi-cultural society and to develop diverse subjects integrating skill, grammar, literature. The next curriculum need to consist of diverse subjects based on the integration of domains, and to have contents for learners` literary attainment and vocational needs.