Education of literature is lifelong education. But it is impossible to deny that its dependency on public education. In this paper, I review foreign fictions in 18 kinds of high school literature textbooks (categorized as second division authorized textbooks) and the relation between these fictions and curriculums for education in order to find problems and solutions in this area They are as follows. First, foreign fictions in textbooks are too oriented to western culture and sentimentalism. And no textbook deals with women`s works. It is necessary to include works of the third world, especially those of Chosunjok(Korean) in China and distinguished female novelists for establishing our identity against the world system under the new liberalism. Second, the relationship between foreign fictions and korean fictions in the 6th and 7th curriculum should be clarified for whole literature comprehension through the particularity and the universality of literature. And it is also needed to suggest a correct direction with deeper research about the situation and the flow of world literature. Third, textbook compilers should be more careful of explaining foreign fictions. Proper analysis and criticism are a prerequisite for harmonious teaching and learning. Forth, an incorrect translation reduces interest of students, and results in misunderstanding. Textbook compilers should select the finest translated text and if there be any mistranslation, it should be corrected with a consent of the translater.