This is a qualitative case study understanding how the orientation ofpractical knowledge works in the literature class, and reviewing the revealededucational effects revealed after the literature class composed bythe orientation of practical knowledge began through a semi-structuredinterview with Teacher L(Korean language teacher) and the analysis onthe orientation of practical knowledge related to the class. From the interview and the analysis, this study tentatively reachedthe conclusion as follows. It is considered that the composition of lesson goals in the literatureclass was the results exercised by Teacher L’s ‘personal orientation’ on thepractical knowledge, so the reading activity was exercised by the ‘experientialorientation’. And, the activity expressed as the ‘moving statue’ wascomplexively exercised by the ‘experiental orientation’ and the ‘personalorientation’ on the basis of the ‘theoretical orientation’, and the way utilizingthe discussion in a class and the teacher’s allowing speech patternswere exercised by the ‘personal orientation’. Next, this study considered that the educational effects of orientationof practical knowledge were found in the composition of emphatic subjectemphasizing each character’s behavior or thought in books as well asthe reading effect maximized through the reading activity in the recomposedliterature class by Teacher L’s orientation of practical knowledgeand the enhancement of students’ independent thinking ability.