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This case study focuses on utilizing Paulo Freire’s Critical Pedagogy to teach English literature at the college level in Nepal. Freire’s philosophy challenges the conventional “banking model” of education were teachers deposit knowledge into passive students. However, Freire supports a “problem-posing” education that views students as active participants in the learning process. The paper argues that English literature classrooms in Nepali colleges are often based on the banking model in which teachers give interpretations and students memorize them for examinations. This approach does not teach students to think critically, to be socially aware, or to love reading. This paper examines the present status of English literature education in Nepal on the basis of the publicly available data from the University Grants Commission of Nepal, Ministry of Education, Science and Technology, UNESCO and the World Bank. The data shows low levels of student engagement, weak critical thinking and much of the literature students read is considered irrelevant to their lives. Students can recall details from texts but they cannot analyse them critically or relate them to social issues. The paper applies Freire’s core concepts the banking model, problem-posing education, dialog, praxis, conscientization and the culture circle to English literature pedagogy. It advocates for linking texts to students lived experiences in literature teaching, for fostering critical dialog, and for empowering students to act as agents of social change. The paper recommends pedagogical approaches rooted in Freire’s philosophy, including problem-posing discussion, critical reading of texts, linking literature to social issues, and projects that promote action. It ends with some suggestions for curriculum change, teacher training and classroom practice. The findings are significant for English teachers in Nepal and other developing countries who are trying to develop socially conscious readers. Keywords: Paulo Freire, critical pedagogy, English literature, social consciousness, higher education, Nepal