This paper addresses the need for appropriate research into the nature and educational consequences of the use of guided imagery/visualization. However, we need to define imagery before proceeding further. According to Achterberg (1985), it "is the thought process that invokes and uses the senses: vision, audition, smell, taste, the senses of movement, position and touch" (p.3). Of these, visual imagery appears to be the most common (Mc Keller, 1968). Imagery is used in a variety of ways, depending on the contextual needs at the time. A brief view of how guided imagery/visualization is used in some teaching programs will now be presented.