Literature was once key to English language teaching (ELT). However, with the advent of the communicative approach in the 1980s, literature lost its central role, and literary texts were replaced by less fictive materials. In the 1990s, the intercultural approach apparently promised the comeback of literature to the ELT classroom, but that never happened. Meanwhile, in English language teacher education (ELTE), the role of literature has remained uncontested. In this chapter, three problems involving the teaching of literature in ELTE programs in Argentina will be described: (1) the roles of literature in the national curricula, (2) the literature taught in those programs and the models used to teach it, and (3) the changes in the literary readings done by the student population. This chapter adds to context-sensitive curriculum choices to be made about the still undecided roles of literature in ELT and in view of the changing patterns of cultural consumption worldwide.