The goal of our article is to identify the methodological features of using Neuro-Linguistic Programming (NLP) technologies to enhance teachers' professional competencies and analyze their effective application in the educational process. Neuro-Linguistic Programming (NLP) methods were studied based on the works of domestic and foreign researchers. The study involved an experimental group trained in NLP methods and a control group that did not undergo such training. To assess the level of pedagogical competence, communication skills, and the use of innovative teaching methods, specially designed questionnaires were processed, as well as self-assessment and lesson observation methods were applied. The results of the study showed a significant improvement in the competence of participants in the experimental group, especially in terms of communication skills and the use of innovative methods. Our research highlighted the role of NLP methods as an effective tool for enhancing pedagogical competencies. Moreover, the study focused on analyzing the methodological foundations of using Neuro-Linguistic Programming (NLP) technologies for professional development in teaching. Theories developed by Richard Bandler and John Grinder in the 1970s, based on modeling patterns of behavior and communication, were examined. In pedagogy, NLP serves as a tool for improving teaching effectiveness and fostering innovative methods. Key NLP techniques, such as rapport, anchoring, and reframing, were studied, demonstrating their impact on improving teacher-student interaction, individualizing the educational process, and increasing motivation. The findings prove that NLP contributes to the development of emotional intelligence, critical thinking, and student engagement. Additionally, NLP methods allow for creating a supportive educational environment by addressing students' individual needs and learning styles. However, the necessity of further empirical research to fully validate the effectiveness of NLP in education is emphasized.