Neuro-Linguistic Programming (NLP) is an instructive approach that enhances teacher effectiveness, learner-centric environments, and language skills. Despite its widespread use in English Language Teaching (ELT), no thorough, systematic review and meta-synthesis evaluating its effectiveness has been conducted to date. The present research adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines and conducted a systematic review and qualitative meta-synthesis to evaluate the application of NLP in ELT. Research articles for the present review were obtained from academic research databases, including Scopus, Web of Science, Science Direct, Cochrane Library, PubMed, Psyndex, and ERIC. A total of 3470 articles were identified across the five electronic databases listed above; of these, 20 pertained to NLP in ELT. This research also shows that the use of NLP has a significant effect on improving students’ emotional intelligence and cognitive development. Evidence also indicates that NLP interventions have reduced learning anxiety, improved classroom communication, and enhanced language-learning outcomes among language learners. In addition, NLP (i) enforces pedagogical methods and (ii) learner-centered educational milieu, and professional identity. The results underscore the transformative potential of NLP in contemporary teaching and learning and recommend its systematic implementation in ELT through changes in teaching methodology and learner competence.