Literature-in-English is a major school subject that equips students with language and other soft skills needed for entry into the workforce. For students to acquire the skills, effective teaching, which is dependent on the availability of basic teaching–learning resources, is essential. However, the biggest challenge for English Teachers in the Philippines is to find ways to arrest and reverse the cumulative deficits in teaching literature. Previous research revealed that teachers are faced with many challenges that prevent them from delivering quality instruction. These include teachers lack of theoretical and practical knowledge about teaching, poor learning environment, acute shortage of resources, students low language proficiency and lack of interest. The situation is critical and points to a crisis of teaching and learning in Literature-in English classrooms. This research used a mixed method to reveal the situation of teaching literature in the East Unit, Division of Ilocos Norte, Philippines. The findings revealed that teachers are knowledgeable and are using different approaches in teaching literature, however, a moral-philosophical approach which focuses on analyzing how writers use language to create specific effects and convey meaning is the least used by teachers. Moreover, three themes were extracted from the open-ended responses about the challenges faced by teachers in teaching using the six literature approaches. These include resource and curriculum constraints, student engagement and attitudes, and diverse learner needs and language barriers. The results of the study strongly support the development of a literature-infused intervention material to provide solutions to the challenges revealed in the study. This intervention material comprises approaches, teaching strategies and classroom activities that address some of the challenges faced by the respondents in teaching literature to Senior High School students.