This paper presents a literature review of the role of Neuro-Linguistic Programming (NLP) in education in general and in music education in particular, exploring and highlighting its potential and prospects in enhancing: a) teachers’ personal development as an essential component of the teaching process, b) the learning experience, and c) the teacher-student relationship. 

            NLP, a system developed by Bandler and Grinder in the 1970s, combines linguistics, psychology, and neuroscience and focuses on applying strategies and tools that help individuals achieve desirable outcomes on both personal and professional levels (O’Connor & Seymour, 1995). To date, it has been widely applied in education, with positive results in teachers’ personal growth (Marashi & Abedi, 2017), the improvement of learning processes, and teacher-student interaction (Carey et al., 2010). Research shows that educators trained in NLP report increased self-esteem, improved communication, and enhanced classroom management skills (Childers, 1985; Dolnick, 2006). NLP techniques—such as goal setting, visualization, and positive reframing—also contribute to students’ motivation and emotional regulation (Farahani, 2018; Pourbahreini, 2015; Skinner & Croft, 2009). 

             In the field of music education, although research remains limited, significant findings have emerged in three key areas:
1. Performance Anxiety Management: Techniques such as visualization, anchoring, and reframing help reduce stage anxiety. Dogan (2019), through interviews with NLP experts and professional musicians, reported universally positive outcomes, with no regression or performance decline, despite the limited number of sessions.
2. Enhancing Learning Strategies: Wohlman (2010) argues that NLP can be integrated into one-on-one music theory instruction to strengthen aural skills, using techniques such as mental rehearsal and sensory-rich language.
3. Modeling Best Practices: Koornhof (2001), employing NLP modeling techniques, analyzed the successful teaching strategies of an accomplished violin instructor to develop a model of effective music teaching. 

             Finally, the study highlights NLP’s potential in broader areas such as communication, collaboration, self-awareness, and the cultivation of a positive mindset, offering tools that can be creatively integrated into music education to enhance students’ engagement, self-confidence, and performance outcomes.

• Lifelong learning for music educators
• Pluralism and musical multiliteracies
• Music psychology and identities

Maria Zachariadou is a violinist, music educator, and a PhD candidate at the Department of Music Science and Art at the University of Macedonia. Her postgraduate studies in Music Education at Northwestern University (USA) and her extensive teaching experience in public education—primary, secondary, and higher—form the foundation of her pedagogical journey. Her teaching is characterized by the seamless integration of music with modern educational approaches. As an NLP Master Practitioner, she enhances creativity and psychological empowerment for both students and educators. With dedication to music and human potential, she strives to inspire new generations to discover their uniqueness through art.