PURPOSE: The purpose of this study is to investigate the variation between different feedback methods to learning of table tennis students at forehand serve. METHODS: Thirty-six fifth grade students who were inexperienced in forehand serve were selected as subjects. Via skill pre-test, they were divided into four groups, these groups were: containing verbal feedback group, verbal and body assistance feedback group, verbal and video tape feedback group, and the control group. The experiment was conducted during a five day period, with sessions of twenty minutes each day using ninety balls. After the fifth day of the experiment, the post-test would be held and the retention-test would proceed the following week. The results were analyzed by two-way ANOVA mixed designs of PASW 18.0 for Windows. Significant levels as α= .05. RESULTS: There was no significant difference in the time before the skill test experimental group and control group. After the skills test and retention test period, the experimental group were significantly better than the control group, but no significant difference between the three experimental groups. CONCLUSION: 1. Each type of feedback can improve the skill of the forehand serve performance. 2. Each type of feedback has a positive impact for a student’s learning of the forehand serve. Suggestion: 1. Follow-up research on sustainable action in different technical difficulty, which can effectively enhance the way back snooker skill learning. 2. The decision of the feedback type should be selected by the complexity of movement learning.