This study aimed to investigate the types of literature teaching approaches preferably employed by Form 4 and Form 5 teachers who taught literature in English literature lessons in selected secondary schools in Miri, Sarawak. A mixed-method study was applied with the use of a questionnaire and interview questions. Three hypothesized relationships were tested with a sample of 43 trained teachers serving in seven urban secondary schools in Miri, Sarawak. Findings showed information-based approach was most preferred by teachers, followed by moral-philosophical approach and paraphrastic approach. The results of interview also showed most teachers employed information-based approach. The results from descriptive and inferential statistics of independent t-Test, one-way ANOVA, and Pearson Product-Moment Correlation Coefficient (Pearson r) indicated that employing literature teaching approaches was not influenced by gender, years of teaching experiences, and students’ reactions towards the employed approaches. The main reason for employing certain literature teaching approaches was to develop students’ understanding towards literary texts and prepare them for Malaysian Certificate of Education (SPM) examination. The results shows that incorporating literature teaching to assist students to acquire and internalize the use of language proficiency for creative writing may not be fully achieved under the national curriculum development. It also necessitates for the revision of curriculum development.