Munsaka (2011:2) defines observational learning as "cognitive learning which involves learning by observing and eveluating the consequences that accrue to the models as they go about life". Thus observational learning can be seen as a learning process that has enduring effects on a person or organism. However, a punished behaviour will diminish the likelihood of being perfomed by the observer while a rewarding behaviour will have a greater chance of being imitated. This essay will thus define observational learning, the four phases of the learning process which are: The phases are attention, retention, reproduction and motivation. It will also discuss the educational implications that can be drawn from this discourse. Observational learning as already defined is a learning that takes place when an organism or a person observes a model, or person being punished or rewarded for their behaviour. Organisms and indeed people make adjustments to their behaviour based on the consequences observed in models or persons. Mwambwa, 2011:56) agrees and asserts that "behaviour is the result of a continuous interaction between personal and environmental variables". Four phases are identified in this process as already alluded to. The first phase is known as the attention phase. This is the first phase in observational learning because learners can not learn behaviours that they have not paid attention to. Attention means the process of attending to a stimuli, it is both a cognitive and conative process of the mind (Kundu and Tutoo, 1998: 193). If any behaviour is going to be learned attention must take place. Paying attention will result in the organism or person observing a behaviour increasing their learning effect. The second phase is retention. It can be defined as storing the modelled behaviour so that it can be used in future (Munsaka, 2011:25). Once a behaviour has been encoded then rehearsal in the mind, through imaginary and visionary