This chapter provides a scientific rationale for choosing the conditions of practice that best promote skill learning in the context of task-specific training for diminished functional ability in the neurologically impaired patient. It defines skill and motor learning within the context of neurorehabilitation. Motor learning is a set of processes associated with practice or experience leading to relatively permanent changes in the capability for responding. The chapter discusses the differences between use and skill as these terms apply to upper extremity (UE) and manual actions. It argues that this distinction becomes important for choosing the appropriate conditions of practice for individuals post-stroke. The chapter reviews the literature pertaining to two important conditions of practice known to be critical for motor skill learning: augmented feedback and explicit information and task scheduling. Finally, it outlines how these conditions might be manipulated to promote recovery of functional skills in the neurologically impaired patient.