This study investigated the possibility and direction for research on misconceptions in literary education by analyzing the aspects of pre-service teachers’ misconceptions about the viewer. The viewer refers to the position or quality of consciousness through which we ‘see’ events in the narrative. Readers are influenced by not only the speaker’s voice but also the viewer’s view. Depending on who is selected as the viewer, readers may have a different understanding, feeling, and judgment about a literary work. The viewer was first presented in the 2015 Revised Curriculum. Considering that the viewer is a concept unfamiliar even to teachers and that it is difficult to distinguish it from the speaker, diverse learners’ and teachers’ misconceptions will be formed in the process of teaching the concept. This study analyzed the existence, aspects, and causes of misconceptions from 47 cases of data collected from pre-service teachers. Cases in which the misconceptions were similar were categorized into the same type, and the types were labelled based on the characteristics of each aspect. And this study examined the characteristics of each type of misconception and analyzed the causes of their intervention in the formation of misconceptions. The aspects of pre-service teachers’ misconceptions about the viewer could be categorized into the type that confuses the viewer with ‘showing’, the type that misunderstands the viewer as a type of point of view, and the type that does not perceive the distinction between the viewer and the speaker. These aspects are related to the fact that when pre-service teachers construct knowledge about the viewer, they are greatly affected by prerequisite learning experiences related to showing and telling, types of point of view, and the speaker. Finally, based on the results of the analysis, this study suggested three implications for learning of the viewer, studies on literature misconceptions and substantializing literature teacher education.