This chapter traces the main principles of classical behaviorism and its influence on psychology, learning, and pedagogy. It reconstructs the internal logic of the approach through the examples of Watson, Pavlov, and Thorndike in order to show how behavior is explained in terms of relations among stimulus, environment, and response. The chapter also examines the way behaviorist models entered educational practice and shaped understandings of training, habit, and control. At the same time, it offers a critical assessment of the approach's limits when the analysis must account for musical development, personhood, inner motivation, and the complexity of pedagogical interaction. In that way, it prepares the transition to richer cognitive and cultural models of musical development.