Despite the frequent use of joint mobilizations and the available evidence of its effectiveness as a treatment for various musculoskeletal disorders, it is a technique that has been shown to have great variability within and between raters. This variability is believed to occur because of differences between therapists' ability to perceive tissue resistance when applying force to a joint. This study's purpose was to investigate whether providing physical therapy students with additional quantitative feedback, consisting of either force or force and displacement, while learning joint mobilization procedures, would enhance skill development and retention. The study also looked to see if such benefits would generalize across different grades of joint mobilization techniques and across tissues varying in stiffness. Twenty-seven Physical Therapy students were randomly assigned to control (no feedback), force, or force and displacement feedback groups. All subjects trained on a practiced condition using a simulated joint mobilization set-up, differing only in the feedback they received. Subjects were assessed (pre, post-training, and one month post training) on their ability to replicate the appropriate force and corresponding displacement, the variance of such force and displacements as well as the ratio of the force/displacement under this practiced condition. These same outcome measures were also tested across different grades and tissue stiffnesses that they did not train on. Those who received quantitative feedback were more accurate with force production (p = 0.027) and more consistent in vertical displacement (p = 0.04) during performance of a practiced condition when compared to the no feedback group. During skill generalization (conditions not practiced during training sessions), subjects in the force only feedback group displayed less error of displacement immediately following training (p = 0.001) and both quantitative feedback groups displayed superior efficiency ratios during performance of higher grades, higher stiffness conditions immediately following training (p<0.01) and during retention testing (p = 0.01 and p = 0.05 respectively) when compared to the no feedback group. Findings from this study support the use of providing students with additional quantitative feedback while they are learning joint mobilizations. This additional information may allow students to be less apprehensive about applying large forces, allow instructors to give a more in-depth appraisal of their performance, and stabilize efficiency ratios so that therapists are providing the appropriate force necessary to achieve the proper displacement to achieve tissue resistance. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]