INTRODUCTION: Observational learning IS ONE OF THE MOST IMPORTANT INSTRUMENTS TO ACQUISITION AND PURIFY THE NEW SKILLS. ACCORDING TO BANDURA'S VIEW TO HAVE SUCCESSFUL PATTERNING, WE NEED FOUR SUBSEQUENT PROCESS ATTENTION, learning, PERFORMANCE AND MOTIVATION, learning A COMPLEX MOTOR SKILL ATTENTION AND learning ARE THE KEY ELEMENTS OF PATTERNING WHICH HELP TO SUCCESSFUL PERFORMANCE OF LEARNER THUS USING WAYS WHICH CAN EFFECT ON PATTERN AND FEATURES OF MOTOR PRESENTATION CAUSES NOTICING TO IMPORTANCE OF THAT (2). WILLIAMSON ET.AL (2008) IN A RESEARCH BEFORE PATTERNING, IN A GROUP OF SIMPLE CONDITION PROVIDED TO BE SUCCESSFUL IN THE VIEWED TASK BUT IN OTHER GROUP PROVIDED CONDITION THAT WAS HARD AND THE LEARNERS COULD NOT TO ACHIEVE THEIR TASK. RESULT SHOWED THAT KIDS EXPERIENCE DEFEAT LATELY IN LIMITING THE PATTERN ACT MORE PRECIOUSLY. (3) THE AIM OF THIS RESEARCH WAS INVESTIGATING THE EFFECT OF PRE EXPERIENCE ON OBSERVED PATTERN ON PROFESSIONAL TASK OF CUP STACKING EFFORT.METHODOLOGY: 45 STUDENTS WERE RANDOMLY SELECTED AND WERE DIVIDED IN TO 3 GROUPS OF FAILURE EXPREIENCE, SUCCESS EXPERIENCE AND CONTROL. THE EXPERIMENT INCLUDES ACQUISITION AND RETENTION PERIODS FOR THIS RESEARCH. THE CHINESE GLASS DUTY HAVE BEEN CONSIDERED FOR THIS RESEARCH. THE TYPE OF EXPERIENCE WHICH IS PROVIDED BEFORE THE PRESENTATION OF SKILLFUL MODEL IS THE DIFFERENCE BETWEEN THE GROUPS. THE FIRST GROUP HAD FAILURE EXPERIENCE, SECOND GROUP HAD SUCCESS EXPERIENCE AND THE CONTROL GROUP HAD NO EXPERIENCE. AFTER SKILLFUL MODEL'S PRESENTATION, ALL THE GROUPS PERFORMED THE ASSIGNMENT IN FOUR SIX-EFFORT BLOCKS.RESULTS: THE RESULT OF VARIANCE ANALYSIS TEST WITH REPEATED MEASURES INDICATED THAT THE MAIN EFFECT OF PRACTICE (F (4, 168)=29.98; P=0.001; Η2=0.41) AND MAIN EFFECT OF GROUP (F (2, 42)=8.45; P=0.001; Η2=0.28) SWERE MEANINGFUL BUT THE INTERACTIVE AND PRACTICE EFFECT WEREN' T MEANINGFUL (P=0.200). IT MEANS THAT THE INVESTIGATION GROUPS IMPROVED IN THE PRACTICE BY A MEANINGFUL DIFFERENCE. TO DESIGNATE THE GROUP DIFFERENCES THE BUNFERENI'S TEST HAVE BEEN APPLIED. THE RESULTS OF TESTS SHOWED THAT THERE ARE MEANINGFUL DIFFERENCES BETWEEN SUCCESSFUL EXPERIENCES, UNSUCCESSFUL EXPERIENCES (P=0.001) AND CONTROL GROUP (P=0.027). ALSO THERE IS A MEANINGFUL DIFFERENCES BETWEEN SUCCESSFUL AND UNSUCCESSFUL EXPERIENCES (P=0.001) BUT NO DIFFERENCE IN COMPARISON CONTROL GROUP (P=0.818).DISCUSSION: THE RESULT SHOWED THAT DEFEAT EXPERIENCE WAS MORE HELPFUL THAN SUCCESSFUL EXPERIENCE IN learning OF CUP STACKING. THIS RESULT WAS THE SAME WITH WILLIAMSON (2008).NEW LEARNER BY WATCHING THE DEFEAT OF OTHERS, INTERPRET THAT FOR SUCCEEDING TO THIS TASK IT NEEDS TO CHANGE THE WAY OF PERFORMANCE. THIS ATTENTION CAUSE TO learning OF DEFEAT EXPERIENCE WAS BETTER THAN SUCCESSFUL EXPERIENCE. THIS EXPERIENCE WAS THE SAME WITH BANDURA THEORY (1968) THAT PEOPLE COULDN’T LEARN WITH PURE OBSERVATION. THEN WE SUGGEST THAT IT IS BETTER BEFORE OBSERVING OF SKILLFUL PATTERN THE LEARNER USE THE DEFEAT EXPERIENCE.