While literature-based instruction has been highly praised for its pedagogical benefits, it confronts entrenched learning hindrances, both linguistic and cultural in EFL settings. Whether the literature instruction in practice is motivating or demotivating is an issue worthy of concern. In response to the issue, this paper examines a literature course design and instruction ("Introduction to Western Literature") of 43 Chinese-speaking English majors at a university of science and technology in Taiwan, using statistical evidence. Questionnaires, achievement tests, quasi-GEPT tests, and informal classroom observation were the research instruments used in this enquiry. The results of the study indicate that the students were motivated; the course was conducive to students' language awareness and acquisition and contributed to students' growth in literature learning and literary esthetic appreciation. The team spirit of cooperating and sharing among the students prevailed in this literature-language classroom. (Contains 12 tables and 13 notes.)