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This case study is an application of Bandura’s Social Cognitive Theory in the area of English literature pedagogy that can develop a confident and critical reader in Nepal. English literature is a challenging subject for many students in Nepal as English is not their first language and the texts are often based on cultural contexts that are unfamiliar to them. Many students have difficulty with reading comprehension, critical analysis, and participation in class. They are lacking in confidence in their ability to comprehend and interpret literary texts and tend to memorize rather than think critically. This paper uses Bandura’s Social Cognitive Theory, highlighting observational learning, self-efficacy, and reciprocal determinism, to examine how students acquire reading confidence and critical thinking skills. The theory suggests that students learn through observing others, that their beliefs about their abilities affect their performance, and that personal, behavioural, and environmental factors interact. This paper analyses the present situation of English literature education in Nepal based on the publicly available data from the Ministry of Education, Science and Technology, the Central Bureau of Statistics, and international organizations like UNESCO and the World Bank. The data show that literacy in English is still low, especially in the countryside. Many secondary school students do not develop good reading skills. Girls and students from disadvantaged backgrounds face particular challenges. The paper uses Bandura’s model to determine strategies of improving pedagogy of English literature. They include teacher modeling, peer learning, mastery experiences, verbal persuasion and supportive learning environments. The paper ends with suggestions for curriculum development, teacher education, and classroom practice. The findings have implications for educators, policy makers and development partners working to improve the quality of education in Nepal and other developing countries. Keywords: Bandura's Social Cognitive Theory, English literature pedagogy, self-efficacy, critical thinking, reading confidence, Nepal