This study seeks to identify the gaps in literature textbooks related to high school cultural and literary instruction. To meet this goal, we performed a thorough study with instructors from high schools in seven different regions of Kosovo. Our research methodology included distributing questionnaires to teachers and students in high school social science and vocational programs. The information acquired through these surveys was carefully evaluated using statistical analysis, including descriptive statistics for response description and inferential statistics for identifying significant differences among the groups. Our sample included around 200 students and 70 teachers, each given tailored questionnaires developed for their specific roles within the high school context. The findings highlight the critical need for novel changes and updates to literature textbooks to reflect the changing landscape of Kosovo's education system properly. Furthermore, our findings highlight the critical need to constantly examine and analyze textbooks to guarantee conformity with ever-changing instructional programs. Some educators argue that developing students' communication skills mainly depends on their innate tendencies and personal motivations, with additional reading being a key factor, rather than solely relying on the specific content of literary units presented in textbooks. However, it is vital to note significant differences among teachers' beliefs. As a result, relevant authorities must accept the valuable ideas made by teachers and, to some extent, students while developing new literature works. This is especially true when selecting specific literary units, avoiding presenting several instructional units from a single author, and effectively using time.