The teaching subject „Luck“ has been part of German and Austrian curricula since 2007. Through this subject, students should become aware that they can actively influence and alter their lives by making use of their individual abilities and potentials. Most of all, they should learn to live a happy life and embrace luck as they experience it. The Middle Ages and their literature could play a major role in this new teaching area since the engagement with luck and fate used to be an integral component of medieval life already. The theoretical part of this diploma thesis discusses the pedagogical as well as the didactic conditions underlying the teaching subject „Luck“. Furthermore, the philosophical background of the topic along with the linguistic origins of the term „Glück“ have been observed in detail. In this way, connections concerning discourse of luck can be established between both medieval and modern times. This displays cultural processes in the light of historicity. The emphasis of this thesis lies on the practical part. By analysing and interpreting particular medieval texts and certain passages, the literature as dealt with in schools is examined for its relevance for the teaching area of luck. These texts serve as exemplifications for the medieval concepts of “Glück” which are then interrelated with its modern concepts. Students are encouraged to reflect on their own understanding of “Glück” (good fortune, happiness, luck) by encountering medieval literature. This opens up new possibilities for formation and transformation of the students identity which can deeply enrich the teaching subject „Luck“.