Intended for teachers, this article offers a definition of neuro-linguistic programming (NLP), discusses its relevance to instruction, and provides illustrations of the implementation of neuro-linguistic programming in instructional contexts. NLP is defined as an approach to instruction that recognizes the familiar visual, auditory, and kinesthetic modality preferences of pupils and supplements those with the concepts of access systems and representation systems. The concept of access systems includes all sensory reception, including olfactory and gustatory. The concept of representation system indicates not only how an individual codes and symbolizes information but also how that individual represents him/herself through speech. Examples of a representation system by which teachers might improve communication with students are offered as well as examples of sentences in which language corresponds to various neuro-linguistic styles. Tips for discovering students' and teachers' primary representational systems and for applying NLP in the classroom are suggested. (RH)