This paper characterizes the use of literary texts, strategies used to read them, and the evaluation of reading comprehension applied to that type of texts in the Basic I, Basic II, and Intermediate I English courses of the Licenciatura en Lenguas Modernas of the Pontificia Universidad Javeriana. This is due to a previous questionnaire made for the students of the BA in which we could observe that literary texts although assigned to classes, are not tackled or just a little. Some authors like Solaz, Gimeno Bosch & Noguera (2015) and Lasagabaster (2014) have claimed that the use of literary texts on language classes has cognitive, emotional, and cultural benefits on the learners, that is why we need to know how literary texts are being tackled. The instruments used to carry on with this qualitative research were two main questionnaires: one for students and the other for their teachers, which were based on the theoretical support used and the objectives of the research. The theorical support given includes terms as reading comprehension from Cassany, Luna & Sanz (2003), literature from Cardenas Paez (2004), among others. Finally, some results of this research showed that the BA students are interested on literature as a tool for learning English and think that there are many benefits that it can provide to their professional outcome. However, some of their teachers think that literature does not provide any positive outcome to their professional development, but it does for their students.