The basic subject of processing the theoretical and research part of the thesis is the role of the literature and didactic communication in the context of Croatian language teaching. It is a special form of the communication that combines the literature communication or the communication with a literary text and the didactic communication or the communication between teacher and student in the educational process. The realization of the relationship between teacher, student and a literary text enables training for experiencing, understanding, interpreting and independently reading or receiving different literary texts. The structure of the thesis includes eight interrelated chapters. The first, introductory chapter discusses the role of language in maintaining interpersonal relationships and his significance for the school subject Croatian language, which represents a linguistic starting point. The second chapter discusses the purpose of the school subject Croatian language, separates and compares the basic documents of the school subject Croatian language. The third chapter discusses about Literature as a subject area within the school subject Croatian language, because the literature and didactic communication is methodically formed through Teaching Literature and literary texts that matches the defaulted criteria. In the fourth chapter communication is conceptually defined and the components of communicational process are described together with the forms of communication. In this chapter attention is especially paid to the communication competencies, because the teacher is a speaking model who students imitate in communication situations. The fifth chapter discusses communication through the teaching of the school subject Croatian language, which includes the classification into linguistic and didactic communication, but also literature and didactic communication, points out the linguistic activities of listening, speaking, reading and writing that are realized in mentioned forms of communication and which connect them. The sixth chapter discusses the issue of the thesis through the components that enable or prevent the realization of the literature and didactic communication. The seventh chapter describes the research through a review of both observed and held Teaching Literature class.