This study investigated the effect of a literature-based program on eight Jordanian university students' communicative performance. The research design was essentially qualitative (observation was the primary instrument); however, triangulation was achieved through the use of other instruments, including pre- and posttests, interviews, journal writing, and role-play evaluation of oral proficiency. The findings reveal significant differences in the students' communicative performance, in favor of literature-based instruction. The article concludes with a number of recommendations and pedagogical implications.