This paper discusses the teacher perspective on negotiating the challenges of teaching literature within the International Baccalaurate Diploma Programme, where literature is a compulsory element in studying a second language (Language B) at Higher level. Data was collected in three secondary schools teaching this programme in three different European countries. Thirty-two teachers involved in Foreign Language literature education in eight different languages were interviewed. Analysis showed that teachers negotiate these challenges in three main ways: text choice (based on a balance of accessibility and appeal of texts); organization of the reading (in and out of class, including the use of film) and reading aloud (either by the teacher or by the students)
