Studying English literature is interrelated to studying English as a foreign language (EFL). However, EFL learners prefer to avoid studying English literature due to several challenges that may extend from difficulties inherited in literature itself to the learning and instructional processes. Therefore, this study aimed at investigating the reasons that may discourage Libyan EFL students to study English literature. The sample of this study consisted of 40 (15 4th Year students and 25 3rd Year students), Division of Linguistics, Dept. of English. Faculty of Languages & Translation, Zawia University. A quantitative questionnaire developed by the researcher was employed to collect the data. Descriptive statistics and qualitative methods were employed to interpret the gathered data. The reported results show that Libyan EFL students’ ability to learn English literature, in particular, is shaped by a mix of linguistic, cultural, motivational, instructional and environmental factors. More specifically, two main different types of factors that play an important role in the phenomenon under investigation have been identified: a) External Challenges, including: teaching methods, teacher’s level of competence, and lack of adequate learning resources, b) Internal Challenges, such as: linguistic difficulty, students’ poor language proficiency, students’ lack of cultural knowledge, students’ negative attitudes, cognitive demotivating factors. Some model approaches to teaching literature that suit different goals have also been suggested, with the view that if properly applied, students’ language skills and creativeness will be improved and, above all, literature will be popularized within the classroom and beyond................... Keywords:............... English literature, English literary texts, EFL learners/teachers, teaching/learning, challenges to studying English literature.