Oral presentation skills are recognised as central professional skills. In a majority of higher education curricula, courses are incorporated that centre on these particular skills. The present chapter starts with a conceptual discussion about oral presentation skills, and an in-depth discussion about the reliable assessment and evaluation of oral presentation skills. But how can we design and develop an effective way to develop these oral presentation skills? It is difficult to find an answer to this question, due to a lack of a clear theoretical framework to guide instructional interventions. We introduce such a theoretical framework to understand how oral presentation skills evolve and can be influenced from an instructional point of view. As much as possible, we build on the scarily available research results about the instruction of oral presentation skills. We adopt a social cognitive theoretical perspective towards self-regulated learning to develop a theoretical base for oral presentation skills instruction. In a systematic way, we link the theoretical base to the teaching and learning of oral presentation skills. Four sub-processes of the observational learning cycle, derived from the social cognitive view, are put forward. Next we describe basic sub-processes of self-regulated learning, the cyclic model of self regulated learning and finally the transition from observation to self-regulated performance.