The purpose of this study is to evaluate the effects of Praise Strategy on skill learning. A Praise Questionnaire was developed and applied as the research tool. A quasi-experiment research design was employed in this study. The experimental group and the control group respectively had 48 subjects. The experimental group was instructed the program of the praise strategy on skill learning while the control group was taught the program of the traditional skill learning. SFSS 13.0 for Windows was used to analyze these data, which included descriptive statistics, independent t-test, one sample t-test, ANCOVA (analysis of covariance), Chi-square, and pathway analysis. The results of this study were listed: (1) The praise strategy in this study included "ability praise", "performance praise", "general praise" and "effort praise". (2) The experimental group had the significant increase in skill self-practice hours after school compared with the control group. (3) The experimental group had a higher achievement in skill learning than the control group. (4)The experimental group had a positive attitude toward the Praise Strategy on skill learning. (5) The Praise Strategy on skill learning showed a direct and significant effect. (6) The Praise Strategy on skill learning could shorten the distance between teachers and students, improve the interaction and friendship between classmates, increase skill self-practice hours, arouse a motivation for learning, raise positive learning attitudes, produce the senses of satisfaction and achievement. Thus, the Praise Strategy within skill learning should be the ideal education method.