Previous studies show that students' experiences and recognition play an important role in teaching literary history (Johansson, 2022; Norendal, 2022). At the same time, other research shows that an overly one-sided focus on students' own perspectives limits the potential of teaching literary history. Older texts have the characteristic of having been written in different cultural and historical contexts and can therefore offer a more interpretive reading than one based on spontaneous recognition (Claudi, 2019; Skarstein, 2022). In a globalized world, it is important that students are challenged to think in new ways and to embrace not only what unites us, but also what distinguishes us. Teaching literary history also has an important compensatory role. Literary history texts and their cultural and historical context help students encounter classics and canonical texts, something that not everyone has access to. At the same time, there is a tension between the teaching tradition based on a Western canon and the post-national perspectives brought about by a globalized world. The study aims to contribute knowledge about how literature history teaching can be designed to utilize its potential and not simplify teaching to the extent that it becomes too much about recognition. The following questions are examined: How and with what results can teaching be designed that takes advantage of the potential of older texts to illuminate what is distinctive across time and space, and that contributes to new perspectives? How and with what results can teaching be designed that provides knowledge about classical authors and literary historical fiction texts, while at the same time addressing the tension between a Western canon and global perspectives? The project is being carried out in collaboration with teachers and involves step-by-step reflection and planning around teaching literary history based on literary didactic theory. The empirical data consists of the teachers' planned teaching and experiences of it, as well as the reflections on literature history teaching that we share. The project is expected to provide knowledge about how literature history teaching can be designed so that even the unfamiliar and foreign are given space.