Recently, Arabic education has emphasized communicative language learning, whereas Arabic literature education previously stressed verbal communication in the context of routine life. According to this view, many studies for literature-based instruction are discussed to show the efficiency of relating authenticity, various language uses and cultural background to language learning. This study will detail the efficiency of Arabic learning in literature-based instruction based on previous research studies. And there is a need to classify the claims into three categories: 1) Is literature-based instruction efficient for Arabic language learners? 2) Are there any problems or struggles that the Arabic language learners face with the literature-based instruction? 3) What are the practical study strategies for the Arabic language learners to utilize so that potential difficulties are prevented? In this study, the efficiency about Arabic literature-based instruction will be further classified into three sub-categories: the aspects of language, literature, and culture. Effective instructional strategies based on transactional theory and reader-response theory are suggested for the struggling Arabic language learners because of their limited language and unfamiliarity of the culture. According to these strategies, lesson models are developed for Arabic language learners. The study models are as follows: First, regarding language, there are KWL strategies, concept wheels, concept of definition webs, and sequence of events for the learners to know the items meaning in context and improve comprehension by activating their cultural backgrounds. Second, regarding literature, there are profile and character relationship webs, as well as sequence of events to be visualized for the learners to easily enhance their understanding of the texts. Third, regarding culture, there are personalizing and cultural comparisons for the Arabic language learners to realize the social values and life styles in the target culture and to enhance their memory of new material.