A new conceptualization of interpersonal relationship, based on the notions of specific and generalized expectancies and other basic tenets of Rotter's social learning theory, is presented. Interpersonal relationships are translated into the language of social learning theory, with its established body of literature and methodology. Two studies are presented based on this new concept of relationships within a four-phase social learning theory model. Data from the studies suggest the need for further exploration of the implications of social learning theory for the study of personality, human interaction and psychotherapy. (Author/BMW)