The recognition of the world and perceptual development of the human beings develops rapidly from birth. There have been many elements supporting perceptual development, and education is only one of these. For the formation of the perceptual wealth and the acquisition of the different perspectives, the individual must be presented the richness of various experiences. Although theoretical and practical information is provided in education, this process is limited in terms of creating richness of experience. In education, this is formed by student-centered curricula and basic educational materials. The role of books in these materials is, of course, indisputable. In the realization of reading and in the acquisition of reading habit, the impact of the books is considerable. The main aim of reading a book is to support the development of mental skills, such as gaining different perspectives, exploring, criticizing, thinking, and a richness of experience and perspective. Hence, it is desired to read works which will support the social and emotional development of the individual and the literary enjoyment rather than reading a book without any reason. At this point, the world literature becomes prominent. Reading the works of world literature means the acquisition of aesthetic sense, cultural and intellectual experience and the exploration of the universality of literature which is also a branch of art. Therefore, it is necessary to determine how effective world literature is in the acquisition of literary enjoyment. In this study, it is tried to identify the impact of world literature on the acquisition of literary enjoyment of prospective Turkish language teachers. A total of 97 teacher candidates constitute the sample of the study. Data collected in the study was analyzed using frequency analysis and the results are shown in the findings.
World literature, literary reader, literary pleasure, Turkish education.