This past fall semester of 2012, I taught a course called “North Korean Literature” at Binghamton University, using only primary sources that I have translated for this course. To the extent of my knowledge, a course solely devoted to only North Korean literature (that is using only primary sources)has not been taught at American academic institutions that houses Korean Studies. In fact, anything that relates to Korean Studies still largely divides itself up into premodern and modern Korea, and a course on modern Korea focuses mostly on the socio-historical and political impact of the colonial era and the Korean War on South Korea rather than on the peninsula as a whole. Although recent course offerings have attempted to examine the divided nation, where North Korea is discussed, the scarcity of primary materials makes it difficult for educators to fully engage in a productive discourse with students,forcing them to rely mostly on the expertise of a few North Korean specialists. This is undeniably a result of the neglect and lack of translations of North Korean primary texts along with the South Korean government’s anti-communist ideology. This paper will first address the general stigma against North Korean literature, which has been perhaps the largest reason for the neglect and lack of translations; and second, this paper will present a pedagogical and methodological approach to reading and analyzing North Korean literature intended for domestic and international students at American universities. There is not only an implicit demand for such a course, but it is also a great opportunityif not a necessary oneto expose cultural materials from North Korea that reveals a different aspect of the society other than the typical draconian one see on media.