This thesis aims to determine how teachers handle literature that contains archaic, outdated, or unfamiliar words, and to explore the teachers’ approach to texts that require more clarification and additional research into semantics. The theoretical part of the thesis presents the subject area of literature and creativity, divided into sections dealing with literature teaching, methodological systems and approaches to literature instruction, literary works in teaching, the importance of reading, and the role of assigned reading in education. Furthermore, the thesis presents the life and work of the author Ivana Brlić-Mažuranić in the context of assigned reading, focusing on her literary production, with particular emphasis on the collection Tales of Long Ago and the fairy tale Regoč. Finally, the linguistic-stylistic approach in literature teaching is explained, along with its application in assigned reading of Tales of Long Ago, specifically the fairy tale Regoč. The research was conducted through an online survey containing 26 questions. The sample consisted of 119 primary school teachers, including 112 female and 7 male teachers. The results showed that most teachers clarify words in assigned readings using real-life examples, contextualizing, and discussion. Teachers' opinions differ regarding the methods of explaining texts written archaically, which require more explanation and research into meaning. The results suggest that teachers are generally not in favour of modern adaptations of Regoč and mainly believe that the original text, as written by Ivana Brlić-Mažuranić, should be retained.