This study aimed at investigating the approaches used by English teachers in teaching the literature components in English for Palestine, in addition to investigating the effect of gender, qualification, experience and specialization on their use of these approaches. To answer the questions of the study, a 33-item questionnaire was used to measure the perceptions of 52 teachers who teach English in Qalqiliah secondary schools in the first semester of the academic year 2012/2013. The results revealed that the teachers tend to use more than one approach and that not all approaches are used at the same degree or level since teachers' use of approaches ranged from moderate to high levels in the literature lessons. Furthermore, the results revealed that the information- based approach was the most favored approach in the literature class while the stylistic approach scored the lowest level of use. Moreover, the study showed no statistically significant differences for the total degree, nor for any of the domains with the exception of the Personal-Response approach due to gender, specialization and experience. On the other hand, there were statistically significant differences on the total degree of approaches employed by teachers due to qualification