This study examined the effects of practice schedule manipulations implemented in an instructional setting on the performance and learning of low- and high-skilled students. College undergraduates (N = 83) enrolled in 5 tennis classes completed a pretest on the forehand and backhand ground strokes, practiced these skills under a blocked or alternating schedule, and then completed a posttest. Results indicated that practice schedule effects on learning were influenced by student ability. Low-skilled students assigned to the blocked schedule had higher posttest scores than those assigned to the alternating schedule, whereas no significant differences were found for high-skilled students. These findings are discussed in relation to previous applied and laboratory-based findings and as a means for manipulating practice difficulty in teaching physical education.