This study aims to prove literary texts as an effective tool of language learning and suggests exemplary language learning strategies to maximize the benefit of literary texts in an EFL classroom. Indebted to the previous studies on the use of literary texts in language learning, this study is based on the belief that literature stimulates the students` imagination and critical thinking ability and provides understanding of cultural differences and similarities between the target language and their mother-tongue; thereby it helps students interact with literary texts through language and elicits their interests and participations in the learning process. For this purpose, three literary texts from seventeen high school textbooks that are in current use have been chosen. Each text is learned with different tools and methodologies for twelve weeks: the cultural comparison of the media clips from the given literary text and a Korean soap drama; the cultural analysis using role-plays; and the re-writings of the literary text. The study shows that the comparative cultural aspects of literary texts enable students to actively participate in language learning, thereby enhancing their critical thinking which is the fundamental step of the writing process. This study concludes that language learning with literary texts can and will extend the students` awareness of the target language`s culture and enhance their language proficiency. It is of the upmost urgence to develop effective learning strategies to amplify the benefit of literary texts in language learning.