The study deals with findings derived from the P.Æ.C.E. Corpus, which systematizes the written ‘voices’ of more than 500 university students of English who volunteered to anonymously write about their learning states at the beginning of their first-year course and after a guided visualization using Neuro-Linguistic Programming (NLP) modalities. Qualitative analyses have so far demonstrated that: 1) the majority of the students bring to class limiting beliefs about who they are, what they know, and how far they can go in language learning; 2) a change in the students’ emotional and linguistic attitude is necessary for them to learn; and 3) guided visualizations function for attitudinal readjustments and learning efficacy.