The relationships among teaching experience, gender, and selected factors involved in qualitative skill analysis were explored in addition to the effects of systematic analytical instruction. Prior to and after 30 hours of instruction, 31 experienced physical education teachers and 29 physical education undergraduates were administered the Utah Skills Analysis Test to assess short-term memory of performance and knowledge of correct motor patterns. A two-way ANOVA was employed to ascertain the initial effects of teaching experience and gender. Analysis of perceptual data revealed a significant main effect for gender, a notable main effect for group, and no significant group by gender interaction. Prior to training, females performed better than males, and teachers slightly better than undergraduates. Analysis of the knowledge data revealed no significant main effects or interactions. A repeated measures ANOVA was used to determine the treatment effect across group and gender. The analysis indicated significant treatment effects across groups on both perceptual and knowledge measures. Conclusions included: (1) Gender, not teaching experience, appeared to be the critical factor in the initial determination of analytical performance; and (2) Both teachers and undergraduates demonstrated the ability to improve performance in skill analysis. (Author/JMK)