The purpose of this study was to evaluate the roles of interest, knowledge, and learning strategies on recall within a specific subject domain at an early stage of learning. Students (n=17) at two levels in a postgraduate music therapy course were assessed for their levels of prior knowledge, interest, and the number of strategies they used to process information. They were presented with a video clip of a music therapy session and asked to recall as much as they could of what transpired. The following week they were asked again to complete further questionnaires and to recall whatever they could from the video. Recalls at times 1 and 2 were correlated 0.078. Knowledge correlated 0.206 with recall 1, whereas interest correlated -0.004 and the number of strategies correlated -0.371. On the second occasion, knowledge, interest, and strategies correlated 0.059, 0.419, and 0.364 respectively with the amount of recall. Results fail to support the knowledge component in a model of domain learning in music therapy but support the minor influence of individual interest and strategies together with a social disposition that correlated 0.324 with recall at time 2. (Contains 7 tables and 13 references.) (Author/SLD)