Training Course Requirements for Admission

  • the candidate has received a minimum of 30 Alexander lessons, one of which must be with the training director
  • is at least 22 years of age
  • provides a transcript to verify a Bachelor’s Degree
  • must complete an application form
  • supplies one letter of recommendation from a certified Alexander teacher
  • provides $25.00 application fee

Course Format

How many students are admitted to the program?
We have no greater than a 1-5 teacher/student ratio.

This is a three-year program with a total of 9 terms.
Total number of hours for completion of the program: 1,600

Proposed tuitions and fees:
Annual tuition is $7,200 per year or $2,400 per term. In addition students are expected to pay for required books. Students are required to attend one AGM meeting during their training course of study.

Enrollment contract:
Once admitted to the program, the incoming student will receive an enrollment contract.

Please visit the faculty page for information.


Nancy Romita works with an Alexander Technique teacher traineePhilosophy of the program:
ATMidAtlantic trains highly skilled and effective Teachers of the Alexander Technique, with a refined use with hands-on skills, verbal clarity, anatomical knowledge, and deep understanding of the support literature to convey the principles of this work. The program provides specific attention to the integrity of the “use of the self” while moving through daily life.

There is one concept per week, consistently visiting the concept through a variety of activities each class. Teacher-directed group work and “hands on” individual turns are part of each class. Literature in the field as well as neuroscience and anatomical study is introduced weekly in relation to the concept during all terms of study. Each year the depth of knowledge in the body of literature and anatomical principles increases.

The First year:
The first year of training focuses on the “use of the self” and the ability to embody Primary Control, Inhibition, and Direction. Consistent experience with these three concepts provides a system of integrity that is the foundational experience for teaching the Alexander Technique. These principles are practiced through chair work, table work, hands on the back of the chair, whispered “ah,” and various daily activities. Weekly reading assignments and discussion accompany the experiential work. Introductory anatomy and kinesiology course work also supports the first year of study.

The Second year:
The second year deepens the practice of Alexander Technique to encourage personal integrity of the principles of primary control, inhibition, and direction, while one learns the verbal and “hands on” skills to teach AT. Students practice on each other and on their teachers during activities such as a chair work, table work, whispered “ah,” walking, and other daily activities. There is considerable attention on the importance of maintaining primary control in one’s self as you engage with others and move through daily activity. Reading assignments on FM and his work coincides with weekly experiential training. There is study of neuroscience, anatomy, as well as the history and writing of FM Alexander and other master teachers. A written research project is also required during the second year to investigate current “best practices” in the field, and acquire a practice of scholarly support for the Alexander work.

The Third Year:
The third year focuses on the transition of the trainee from student to teacher, being present with one’s self as you are attending to another. This year emphasizes the importance of maintaining a personal integrity of the principles of the Alexander Technique while working with “practice students.” Maintaining “good use” in one’s self as the teacher, while facilitating direction in a student, becomes a primary principle of practice during the third year. Students also learn to design and demonstrate lessons on various topics within the work. There is mentor-supervised “practice teaching” with both individuals and with groups. Clear assessment tools are used to provide constructive critical feedback to become an effective communicator through both verbal and “hands on” means. In addition, tools to building a successful private and group practice are discussed. Students will have an opportunity to demonstrate successful use of these business skills and communication tools, while maintaining the integrity of the primary principles of the Alexander work.


For more information on the Alexander Technique visit:

American Society for the Alexander Technique

The Complete Guide to the Alexander Technique