Based on the EMPATHICS model of well-being proposed by Oxford (2016), this article conducts empirical research on eight students participating in college English literature courses. Through data including self-narrated materials and semi-structured interviews about learning experiences, it examines the connotation of learners’ well-being in L2 literary studies and explores the nexus between L2 literary studies and learners’ well-being. The research findings reveal that literary studies is more conducive to inspiring learners’ well-being due to its rich emotional experiences. It is more likely to facilitate learners in discovering the meaning of learning and internalizing the motivation for learning. Literary studies contributes to the cultivation of positive individual traits such as critical thinking, which has a predictive role in individual positive performance.