Despite the difficulty of defining young adult literature (YAL), the benefits of it have been well recognised for adolescent learners. With the aim of exploring pedagogical approaches to L2 literature, this study reports on a YAL reading programme carried out in a secondary EFL classroom in China. To gain both teacher and student perspectives, data were collected from three main sources: semi-structured interviews with the teacher and student participants (N = 3); teacher's reflective journal; students' written works published on a social media platform (N = 304). Following the comprehensive approach model of L2 literature teaching [Bloemert, J., A. Paran, E. Jansen and W. van de Grift. 2019. Students' perspective on the benefits of EFL literature education. "The Language Learning Journal" 47, no. 3: 371-384.], the teaching activities of the reading programme carried out over ten weeks are presented and analysed, illustrated by samples of students' work. Findings of the study suggest that YAL has positive effects on teenage L2 learners including interest in the story and relatable protagonists, enhanced understanding of the embedded culture, and personal growth. Teaching activities conducted in this programme are categorised into facilitating activities and reading tasks. Two principles for L2 literature teaching are drawn out of the teaching activities: providing others' perspectives and eliciting students' perspectives on the novel; and integrating multimodal production into literature teaching. Detailed implications for future practice are explored.