This study explores the literary educational meanings of the epistolary novel genre based on the cultural values of “letter” and “epistolary novel” in modern society. Epistolary novel is a literary genre that takes on the formal and other content qualities of a letter. This study noted that the genre is not limited to a particular era, but one that has been produced and enjoyed since the 1920s to the present day. The genre characteristics of the epistolary novel were explored by analyzing “New Year’s Eve” by Yum Sang-seop and “Why Don’t the Pilgrims Come Back” by Kim Cho-yup as examples. The formal qualities of an epistolary novel in the process of literary embodiment were divided into frame composition, direct representation of a letter, and borrowing the default format of the letter. The content qualities of the epistolary novels were divided into confessional narratives, the individual intimacy, the formation of self-concepts and self-identification. Based on these genre characteristics, it was intended to consider the literary value of the epistolary novel and explore the use of it in literary education. The possibilities for literary education using epistolary novels was presented in literary education to acquire literary knowledge, literary education to increase self-observation and development and communication competence and improve literary ability, and literary education in conjunction with writing education and media education. This study is meaningful in that it newly revealed the cultural meaning and educational utility of epistolary novels in a modern society represented by immediacy and liquidity and sought ways to utilize literary education. To derive future educational implications, further research will be carried out to develop practical educational content and concrete practices.