According to the Statue of the Istria County, article 6, and the Constitution on the rights of minorities, Istria is a bilingual County, having Croatian and Italian language equally important. Unfortunately, this equality of languages is not present in the Croatian educational system. The rights are officially stated but are not fully accepted in the real life. This works presents results of a research conducted in the Elementary school Vladimir Nazor in Pazin. There were 86 participants in the research, students of fifth, sixth, seventh and eighth grades. The main focus of the research was the role of Italian literature in Croatian language course curriculum and the results show that Italian literature is not sufficiently included. Students are interested in learning more about Italian literature but the possibility of that happening is unfortunately very limited. This work also emphasizes students’ negative attitude towards Italian language and literature which is considered to be the result of their insufficient knowledge of Italian literature. This negative attitude stops the students from getting to know more and learning about Italian literature. In the second part of the work we gave examples of methodical models for teaching two literary works, one by Mirella Malusa’ and the second by Giacomo Scotti, within the Croatian language courses. We used two contemporary methodical systems, problem-creative and communicational system. The role of Italian language in the Croatian school curriculum should be reconsidered. Italian language should be included more, by which the students would get a chance to get to know the language, culture and literature which is in symbiosis with the Croatian language for centuries.