The study was carried out to examine the guided discovery approach and its influence on students’ interest and achievements in literature in English: an insight from Tafa local government area of Niger state, Nigeria. The study had four objectives. In line with the objectives, four research questions were raised and four null hypotheses were formulated to guide the study. Related literature, theories and empirical studies were reviewed. Quasi experimental research design was adopted for the study. The population of the study comprised 2,966 SSS 1 Literature-in-English students. Multi-stage sampling procedure was used to select 135 SSS 1 Literature-in-English students from four senior secondary schools in Tafa Local Government Area of Niger State who served as the sample of the study. Literature-in-English Achievement Test and Literature-in-English Interest Inventory Scale were developed by the researcher and used for data collection. LEAT was subjected to face and content validity while LEIIS was subjected to construct validity by three experts. The reliability coefficients of 0.70 using Kuder Richardson formular and 0.77 using Cronbach Alpha were obtained for LEAT and LEIIS respectively. Mean and standard deviation were used to answer the research questions while the null hypotheses were tested using ANCOVA at 0.05 level of significance. The findings of the study revealed that guided discovery method had a significant effect on the interest and achievement of Literature-in-English students, guided discovery method had a significant effect on the achievement of public school and private school students and no significant effect on the interest of public school and private school students in Literature-in-English. Recommendations were that in-service training for Literature-in-English teachers should be made available at regular intervals. This would help to expose the teachers to guided discovery method. Teacher training institutions should incorporate guided discovery method into their curriculum. This would help the student-teachers become conversant with the teaching method.