Academic performance is a critical determinant of career success and quality patient care among medical students. High-achieving students often exhibit strong motivation, effective study habits, and robust time management skills, while low-achieving students frequently face challenges in these areas. To address these disparities, this study explores the application of Neuro-Linguistic Programming (NLP) as a developmental intervention to enhance the academic performance of students in Operation Theatre and Anesthesia Technology programs.The study investigates the traits and challenges of at-risk students, focusing on their motivation, learning strategies, and thought patterns. With limited prior research applying NLP in this specific context, this study bridges the gap by developing and implementing an NLP-based module tailored to diverse learning styles (Visual, Auditory, Read/Write, and Kinesthetic).The research employs a mixed-methods approach. Structured interviews, formative assessments, and the Learning and Study Strategies Inventory (LASSI) scale are used to analyze the differences between high and low achievers. A pilot NLP module is developed and tested, targeting students in the 5th and 6th semesters. Pre- and post-tests evaluate the module’s effectiveness, focusing on theoretical knowledge, practical competencies, and behavioral flexibility. The Kirkpatrick Model (Level 1) is used to assess the outcomes, emphasizing sensory framing, behavioral flexibility, and outcome-oriented thinking.The study anticipates significant improvements in students’ academic engagement and performance, demonstrating the potential of NLP as a transformative tool in medical education. The findings aim to provide actionable insights for educators and contribute to evidence-based strategies for addressing the needs of low-achieving students.