This study aims to explore the experiences of literary-based learning in schools to projecting the implementation of Sastra Masuk Kurikulum (SMK) programme. This research used a qualitative-narrative method, with data collected through semi-structured interviews with experienced teachers from secondary schools in South Sulawesi and the former Acting Head of the Curriculum Centre at Kemendikbudristek in 2024. The findings highlight the importance of sustaining discussions on the design of SMK programme to ensure its full implementation in schools, as it has the potential to enhance literacy, shape character, and foster 21st-century skills. Therefore, before the SMK programme is fully implemented, the government must take into account four critical aspects, namely, teachers’ competence, the availability and quality of school infrastructure, the provision of a well-developed guidebook, and the involvement of relevant stakeholders. These considerations are essential projections and recommendations for refining the design of SMK programme before it is officially implemented. Its sustainability must be earnestly pursued, particularly as the programme aligns with the spirit of the most recent deep learning approach and possesses significant transformative potential to enduring 21st-century skills.