The current state of teaching Dutch literature in secondary education is problematic. During the last few decades, the subject has been marginalized and attainment targets are outdated. There is no connection between the education of literature and other parts of the curriculum of Dutch language, nor with the academic study of Dutch literature. Society asks for legitimation of teaching literature. Several changes in government policy from 1968 until today have contributed to this problematic state. In the meantime, the rise of empirical research of the education of literature provided insights and input for renewing didactics. The authors claim that steps are necessary in four aspects concerning the education of literature in order to improve its state: 1) the reformulation of attainment targets, 2) the development of teaching materials, 3) the professionalization of teachers, and 4) academic attention for research on the didactics of literature. ; The current state of teaching Dutch literature in secondary education is problematic. During the last few decades, the subject has been marginalized and attainment targets are outdated. There is no connection between the education of literature and other parts of the curriculum of Dutch language, nor with the academic study of Dutch literature. Society asks for legitimation of teaching literature. Several changes in government policy from 1968 until today have contributed to this problematic state. In the meantime, the rise of empirical research of the education of literature provided insights and input for renewing didactics. The authors claim that steps are necessary in four aspects concerning the education of literature in order to improve its state: 1) the reformulation of attainment targets, 2) the development of teaching materials, 3) the professionalization of teachers, and 4) academic attention for research on the didactics of literature.