The teaching of Lao literature analysis is crucial for teacher training. This action research aimed to identify the factors affecting the teaching of Lao literature text analysis and to propose solutions for improving instructional methods among 1st -year Lao Language-Literature student teachers (11+3+4 system) at Savannakhet Teacher Training College. The study employed a purposive sampling technique, involving 29 students. Data were collected via a survey questionnaire and pre-test/post-test analysis of literary text analysis assignments. The statistic used is percentage. The key findings were: 1. Dominant Affecting Factors: The survey revealed that the highest-impact factors (rated 100%) were constraints related to modern educational resources and media: the majority of Lao literature texts have not been re-published or adapted into applied media such as films, videos, or stage productions. 2. Effectiveness of the Intervention: • Pre-test Baseline: The initial assessment indicated that the majority of students (65.51%) were performing at the Very Poor to Poor level in text analysis. • Post-test Outcome: Following the implementation of planned solutions (e.g., theory review, guided reading), student performance showed a significant positive shift: 93.10% of students achieved an outcome in the Medium to Very Good level. Conclusion: The intervention, focusing on addressing instructional deficits, was effective in significantly improving students' analytical skills. However, the root cause—the lack of engaging, modern resources for Lao literature—remains a major barrier for both students and teachers. Further solutions must target the long-term goal of increasing students' intrinsic motivation and providing accessible, digitized content.