Humans and other mammals learn sequences of movements by splitting them into smaller "chunks." Such chunks are defined by the faster speed of performance of groups of movements. The purpose of this report is to determine how conscious intent to learn impacts chunking, an issue that remains unknown. Here, we studied 80 subjects who either with or without conscious intent learned a motor sequence. Performance was tested before and up to 1-wk post-training. Chunk formation, carryover of chunks, and concatenation of chunks into longer chunks, all measures of motor chunking success, were determined at each time-point. We found that formation, carryover, and concatenation of chunks were comparable across groups and did not improve over the training session and subsequent testing times. Thus, motor learning progressed in the absence of improvements in chunking irrespective of conscious intent. These data suggest that mechanisms other than chunking contribute to successful motor learning with and without conscious intent.