This paper presents theoretical perspectives for choral conducting education. A wide range of related literature on choral practice and education in higher education contexts, as well as training in the workplace is reviewed. Whilst various attributes for effective choral conducting practice have been identified by research studies, there has been no systematic research on the process of choral conductor education and the contexts in which it occurs, particularly in the UK. The proposed framework consists of six interconnected parameters: (i) the tutor(s), (ii) the learner(s), (iii) the music repertoire and the singers, (iv) the sequence and amount of training, (v) the learning outcomes and (vi) the socio-cultural context(s), including teaching context(s) where practice takes place. The framework itself offers insights and related approaches for the development of choral conducting education.