In the present paper, three models for teaching literature including language-based, literature as content or culture, and literature as personal growth or enrichment were evaluated. Based on these models, an integrated model was suggested. An experimental study was carried out in order to examine the effectiveness of the suggested approach compared to a conventional and instructor-led one. One-hundred and twenty BA students majoring in English Literature took part in a one-semester experiment. For the experimental group, the integrated approach was utilized whereas the method used for the control group was based on content-cultural model according to which the course instructor provided all the necessary information without focusing on the linguistic or stylistic considerations. The post-test consisted of three parts: linguistic, interpretive and cultural sections. The results of the study confirmed the plausibility of the use of the suggested eclectic approach to teaching literature. Several pedagogical implications were drawn. (Contains 2 tables.)