Purpose: The purpose of this study was to examine the learning effects of self-controled feedback on Success and Failure Experience. Methods: The test subjects were 40 female college students who had no information about the purpose of this study. The test subjects constituted a success experience groups(10 self-controlled students and 10 yoked students) and a failure experience groups(10 self-controlled students and 10 yoked students). The task used in this research was 2m golf putting which is the applied clevett’s putting test. On the first day, subjects were given pilot test and group Classification test. There were no differences in putting skill between two groups(success experience and failure experience group) after analysing the data collected during the two tests. Dependant variable was E(total error score). The data analysis of acquisition phase and retention tests were carried out under 2(success and failure experience)×2(feedback group)×6(block) or 2(success and failure experience)×2(feedback group) factorial design with repeated measures on last factor. Results: The following results were reached by analysing the test data. (a) success experience groups were more effective than failure groups at acquisition phase and retention test. (b) according to transfer test' interaction of success/failure experience×feedback, self control feedback group were more effective than yoked group at success experience condition whereas, there was no significant between two groups at failure experience condition. Conclusion: conclusively, this study shows that, the success experience self-control feedback group performed the best on the golf putting skill task.