Abstract: The major aims of this study were to examine the role of Neuro-Linguistic Programming (NLP) in teacher success and to investigate its relationship with teaching experience, gender, and degree in formal (public high schools) and informal (private language institutes) settings. To this end, 166 teachers and 1200 students were selected. The results of the correlational analysis and t-tests exhibited that except for gender, there was association between teacher success, teaching experience, degree, and NLP. Finally, the results were discussed in the context of language learning and some suggestions were made.