Bilingual Education is a must in Spain nowadays. Its implementation during the past ten years has involved a meaningful change in teaching methodology. For the first time now our students have the chance to speak and to listen to the target language before they start mastering grammar. As part of this process, English literature is being introduced as an essential element in the bilingual curriculum. Despite the expected initial difficulties that many English teachers have to face in order to work with this new curriculum, no clear reference to possible approaches or materials to be implemented have been provided in any of the existing Decrees so far. It is our intention here to present an integrative approach model for the implementation of literature in the bilingual classroom, thus providing English teachers with a powerful tool to handle literature.