Social Learning Theory (SLT) provides a framework for understanding how behavioural patterns may be acquired through observation, modelling, cognitive processing and the consequences associated with behaviour. Although modelling, imitation, reinforcement, turn-taking and reciprocal interaction have been examined within Music Therapy research, these processes have not consistently been integrated within an explicit social-learning framework. The present conceptual article develops an SLT-informed framework for examining observational learning processes within Music Therapy literature on modelling, imitation, musical interaction and behavioural responding. Particular attention is given to the distinction between observational learning and immediate behavioural performance and to the roles of attention, retention, behavioural reproduction, motivation and social and musical consequences. The article proposes a conceptual framework in which musical–social interaction provides the context for potential modelling and observational learning, while therapist and peer behaviours may function as potential social models. The framework further distinguishes the core observational-learning processes derived from Bandura's Social Learning Theory (1977) from reciprocal interaction, which is informed by Bandura's subsequent Social Cognitive Theory (1986). The proposed framework does not present Social Learning Theory as a comprehensive explanation of Music Therapy outcomes; rather, it identifies theoretically specified and potentially testable relationships among musical interaction, modelling, behavioural reproduction, consequences and subsequent behavioural outcomes. The article concludes by identifying implications for Music Therapy practice and directions for empirical research examining whether these proposed processes contribute to behavioural learning within musical and interpersonal contexts.