Abstract: In this paper we outline the nature of Neuro-linguistic Programming and explore its potential for learning and teaching. The paper draws on current research by Mathison (2003) to illustrate the role of language and internal imagery in teacher-learner interactions, and the way language influences beliefs about learning.

Neuro-linguistic Programming (NLP) developed in the USA in the 1970's. It has achieved widespread popularity as a method for communication and personal development. The title, coined by the founders, Bandler and Grinder (1975a), refers to purported systematic, cybernetic links between a person's internal experience (neuro), their language (linguistic) and their patterns of behaviour (programming). In essence NLP is a form of modelling that offers potential for systematic and detailed understanding of people's subjective experience.

NLP is eclectic, drawing on models and strategies from a wide range of sources. We outline NLP's approach to teaching and learning, and explore applications through illustrative data from Mathison's study. A particular implication for the training of educators is that of attention to communication skills.

Finally we summarise criticisms of NLP that may represent obstacles to its acceptance by academe.