Social learning theory (SLT) is often described as an intermediate between behaviorism (traditional learning theory) and cognitive theory. Behaviorism focuses on one particular view of learning: a change in external behavior achieved through use of reinforcement and repetition to shape behavior which relates to rote learning. Cognitive learning theory advocates that the different processes concerning learning can be explained by analyzing the mental processes. Thus, SLT is a bridge between behaviorism and cognitive approach. In this chapter we argue that though SLT is still a valid theory supporting teaching and learning of science, it has to embrace other learning boundaries to support teaching and learning science related to complex societal issues Learning in science is not limited to understanding co-construction of scientific concepts, but includes more importantly developing learners’ science process skills by engaging them to work in group to solve problem, to carry out projects, to engage in role play and to conduct inquiry learning to make/construct meaning of science concepts, issues and phenomena which are known and also unknown. These activities in science teaching and learning reconcile with SLT which includes observation, attention, retention, motivation and different types of modelling and action learning which tends to imitate real scientists and engineers. Using this argument, we suggest that SLT reconciles with the principles of teaching and learning of science.