The integration of literary texts in language education has been widely recognized for enhancing vocabulary, grammatical awareness, and critical reading skills. Literature provides authentic, contextually rich input that fosters both emotional and cognitive engagement, contributing to meaningful language acquisition. It also supports the integrated development of reading, writing, speaking, and listening skills, while familiarizing learners with diverse discourse styles and cultural perspectives. Teacher beliefs significantly shape how curricular materials are interpreted and applied, influencing classroom practices and student outcomes. Despite the recognized pedagogical benefits of literary texts, there is limited research on how Albanian Language and Literature teachers, as well as EFL instructors in North Macedonia, perceive and utilize literature for language development. This study pilots a questionnaire to explore these perceptions, aiming to provide insights that can inform teacher training and curriculum design.