The volume addresses the significance of literary-aesthetic learning in competence-oriented foreign language teaching. Can literary-aesthetic learning claim its own educational value and a place in school curricula? This question is explored—mostly in an affirmative manner—by the contributions in this book. They focus on the specifics of literary-aesthetic learning in general, the didactic potential of individual genres and subjects, as well as methodological aspects of teaching. Furthermore, the volume provides insights into learner attitudes and learning processes in this field based on empirical surveys.