Should one engage with children's and youth literature in foreign language classes at all? Or should the limited time be reserved for classic texts instead? And if one works with children's and youth literature, which texts should be read with which learners, and what are the criteria for selection? The authors, a literary scholar and a foreign language didactician, address these questions as well as the more practical aspects of teaching. Using examples from German, English, and French as foreign languages, they demonstrate how text reception and production in the foreign language, intercultural understanding, and self-directed learning can be promoted, how children's and youth literature can be integrated into larger and smaller local and international projects, and how engaging with children's and youth literature can contribute to interdisciplinary education.