This study reports on an investigation into the motivation and attitudes of Iranian EFL learners towards an integrated approach to teaching literature that was a blend of three models, i.e., language model, cultural model, and personal growth model. To this end, the study was carried out among 40 female EFL learners of intermediate level with 12 hours of instruction in a language center in Rasht, Iran. The participants were randomly assigned into two groups, namely an experimental and a control group. In the experimental group, the suggested integrated approach was utilized whereas the method used for the control group was based on the lecture-based one. A pre-test post-test control group design was followed and the data were collected through attitude and motivation questionnaires. The results revealed that both groups improved in terms of their motivation, of which the magnitude for the experimental group was higher. In addition, the participants in the experimental group held very positive attitudes towards the integrated approach and literature overall and they favored the integrated approach more than that of the control group. The findings shed some light on why and how to teach English literature in EFL classes and provide some recommendations for students, teachers, policy makers, and syllabus designers in order to move from traditional approaches to more innovative ways of teaching literature.