Previous research on teaching and learning of literature has called for empirical investigations on classroom practice concerning literary history. As an answer to this call, the study aims to develop knowledge about what sparks students’ interest in the teaching of literary history in upper secondary school. In relation to the introductory lesson in literary history, students’ attitudes were collected through questionnaires and interviews. 286 students from ten classes in five different schools participated, all from various university preparation programmes. Thematic analysis was applied to analyse students’ responses. The analysis showed that themes of (1) content and (2) teachers’ ways of leading and organising the teaching, contributed to spark students’ interest in literary history in various ways. In relation to content, the students’ foregrounded students’ experiences; intertextuality; similarities and differences between different periods; epochs, authors and works; and aesthetic elements. Regarding teachers’ ways of leading and organising the teaching, the students emphasised passion and engagement, content legitimation, interaction and participation, variety, structure and delimitation and grades or de-emphasis on performance. These findings are discussed in relation to theories of interest and teaching.