Purpose: The purpose of this study was to investigate a good timing of an external focus feedback for effective timing learning. Specifically, this study was to seek for the learning effectiveness in the relative timing and the absolute timing presenting three focus-feedbacks, which consisted of internal (the first phase)-external (the second phase), external-internal, and external-internal focus feedback respectively on the first phase and the second phase of learning stage. Methods: Participants (N=30) were randomly assigned to one of three conditions, which differed in focus feedback type. They were asked to alternately depress the J and F keys on the keyboard to generate the goal pattern displayed on the screen as closely as possible. Results: No three groups revealed significant differences of relative and absolute timing errors at the pre-exercise session. The analysis, however, indicated main effects of the block on the relative and the absolute timing errors at the acquisition session. Also, two transfer sessions analysis indicated main effects of feedback types. Tukey HSD test indicated bigger relative timing errors for the internal-external group than two other groups. Conclusion: The results suggest that external-internal focus strategy than internal-external one produces similar learning effects as compared with external-external focus strategy on the relative timing structure in a new task.