Abstract: Neuro-linguistic programming (NLP) techniques can help EFL learners become successful by increasing their motivation, by decreasing their anxiety leading to learning improvement. But much research has shown a poor understanding of NLP, and suffers from methodological problems as well. The main objectives of this study were to investigate the effect of NLP techniques on young Iranian EFL learners' level of motivation, learning improvement and teacher's success. Sixty students from a junior school in Iran were randomly assigned to two groups of thirty each. The experimental group was taught from the prescribed text aided by NLP techniques. The control group received no treatment. In order to see whether NLP techniques had a significant effect on the learners’ motivation, an Attitude/Motivation questionnaire was administered to the two groups before and at the end of teaching sessions that lasted for twelve weeks, in the form of a pre-test and a post test. The learning improvement was assessed on the basis of the related tasks administered to the students in both groups. Moreover, a questionnaire was administered to the teacher(s) in the form of an interview to see whether the application of NLP techniques was an added criterion to the teacher's success. The results of the independent samples t-test and content analysis indicated that the young Iranian EFL learners of English not only increased on their motivation level as a result of receiving NLP techniques, but showed a considerable improvement in EFL proficiency. Furthermore, NLP techniques contributed positively to teacher’s success. The results emphasized the importance of NLP techniques in EFL settings by enabling the teacher to communicate better with students, strengthen the learning environment, and develop positive interaction that would increase academic effectiveness, motivation and proficiency of learners.