The purpose of this study was to determine the difference in how a spinal manipulation skill was acquired and retained using one of three learning methods. Twenty-three physical therapy students were divided into three groups. All received training in a spinal manipulation technique. Group 1 (n=8) was trained by an instructor, who gave delayed verbal feedback. Group 2 (n=8) received training via videotape observation. Group 3 (n= 7) was trained by an instructor and given concurrent verbal feedback. The students were then asked to train 10 minutes per day for one week, after which time they were tested. The students were then required to refrain from practice and to return one week later for retention testing. No difference was demonstrated in acquisition of the motor skill between the three teaching methods. A one way ANOVA of the difference of score (Trial 1 – Trial 2) revealed significant differences (p<.05) between groups, and post hoc Tukey follow-up revealed greater differences in the scores for Groups 1 and 2 than Group 3. The three methods of teaching spinal manipulation (video training, delayed feedback, or concurrent feedback) appeared no different in acquiring skill initially. However, the concurrent feedback received by Group 3 appeared to improve retention of spinal manipulation skills. Teaching entry-level physical therapy students complex motor tasks like spinal manipulation may best be accomplished when concurrent feedback is given.