Those with stroke are able to learn tasks implicitly, although the rate of learning may be delayed as compared to healthy controls (Pohl et al., 2001) and delayed further as a function of stroke severity (Boyd et al., 2007). Further, simply providing explicit information about an implicit task has been shown to reduce the learning rate and retention in those with basal ganglia stroke (Boyd et al., 2004; Boyd et al., 2006) and damage to sensorimotor areas (Boyd et al., 2003; Boyd et al., 2006; Winstein et al., 2003). While these studies highlight the importance limiting explicit knowledge during learning they were done in the context of learning implicit sequences rather than the development of skill, which while related, rely on different aspects of motor learning (Krakauer & Mazonni, 2011, Yarrow et al., 2009). In the context of functional skill learning, the timing/ type of feedback have been robustly shown to affect the learning rate as well as retention and have been implicated to affect knowledge type (Levin et al., 2010). Specifically, providing feedback about task performance less frequently and after performance rather than during (i.e. delayed) have been shown to increase learning retention and likely facilitate implicit learning (Cirstea et al., 2006; Winstein et al., 1996). Additionally, feedback about the results (knowledge of results) rather than the performance (knowledge of performance) has shown to increase retention and limit explicit knowledge (Cirstea el al., 2006; Sidaway et al., 2008; Winstein, 1991). Accordingly, the current proposal will attempt to foster implicit knowledge during the development of motor skill by manipulating when feedback is given and type of feedback.