In the context of readers’ development , it is the School’s responsibility to provide conditions for educating citizens in a critical and reflective way, aware of their presence in the world, especially those who have not been given access to formal education at regular age. In this perspective, this work aims at analyzing both some characteristics and some of the difficulties which permeate literary literacy in Young Adults Education (YAE). In order to establish a dialogue between this teaching modality and the literary literacy, we aim at discussing some of the factors involved in such issue. In addition to that, we aim at pointing out, theoretically, effective Literature Teaching practices, so as to present a possible scenario concerning the promotion of readers’ development process. In order to do so, we based our studies on the work of Cosson (2006a, 2006b, 2009), Lajolo (1993) and Zilberman (2008a, 2008b), among others. Regarding the methodological process, we opted for a qualitativeinterpretative research and underpinned our study on recent literature about the topic. Results show not only the importance of literature in the YAE universe, not only as a key factor for students’ professional and human development, but also a need for constant search for new uses of methodologies which meet the needs imposed by this teaching modality in our country.