This paper explores the impact of using Virginia Woolf's novel "To The Lighthouse" as a literary text in enhancing reading skills among second and foreign language learners through adopting Constructivist Learning Theory (CLT) as underpinning framework. CLT emphasizes the active role of learners in constructing their own understanding and knowledge through experiences, interactions, and engagement with the learning materials. Through an analysis of literary techniques, thematic depth, and engagement strategies, this study aims to demonstrate how Woolf's text can serve as an effective pedagogical tool in language education. The findings of this study showed integrating literature into language learning not only improves reading comprehension but also enhances critical thinking, cultural awareness, and emotional engagement. This study highlights effective pedagogical strategies for implementing literary texts such as "To the Lighthouse" in the classroom, focusing on fostering critical thinking, enhancing reading comprehension, and encouraging personal connections to the text. These strategies would help students navigate the novel's complexities while engaging deeply with its themes and literary techniques. Before delving into "To the Lighthouse," it is essential to prepare students for the novel's thematic and stylistic challenges. Pre-reading activities can help activate prior knowledge and stimulate interest.