This paper uses Akers’ social learning theory as a framework to explore the extent to which supervisors encourage their learner drivers’ to comply with road laws. The sample consisted of 552 individuals from Queensland and New South Wales who had supervised a learner driver in the 12 months prior to completing the online survey. The results suggest that Akers’ social learning theory variables provide additional explanation over and above socio-demographic variables and perceptions of risk associated with driving. This suggests that there may be benefits in providing additional support to parents and other supervisors of learner drivers.