This thesis is a reflective account of an exploratory action research study set within the sixth form of a rural Community College. It is a multi-voiced, single site study, and is created to capture the experiences and perceptions, into a relatively new 'psychological' phenomenon called NeuroLinguistic Programming (NLP), of those taking part. The aim of the study was to systematically implement three small aspects of NLP with participants in an attempt to discover whether the associated underlying principles could be applied and benefit learning for students in asixth form context. The foundation of the study was laid upon contemporary theories of learning relating to the 'whole person' and an in-depth examination of the underlying principles of NLP. However, there was an underlying assumption that the emphasis within NLP laid in examining whether beliefs, goal-setting and, what I refer to as 'Techniques of Change' could benefit learning.