Motor skills are often composed of various elements that must be coordinated in time to be effective. The purpose of this presentation is to examine the effects of auditory models on the learning of relative and absolute timing in sequential movement. This research builds on the findings (e.g., Glenberg, Mann, Altman, Forman, Procise, 1989) indicating that the coding and reproduction of timing events are aided more by auditory stimuli than any other stimulus modality (e.g., vision). Recent laboratory experiments manipulating the auditory models will be discussed (e.g., Lai, Shea, Bruechert, & Little, 2001; Lai, Shea, & Little, 2000; Shea, Wulf, Park, & Gaunt, 2001). The results of these experiments consistently demonstrates the effectiveness of the auditory information in enhancing relative timing and suggests that the memory representation developed as a result of experience with the auditory model is more generalizable as indicated by enhanced performance on various transfer tests when compared to practice without the auditory model. In addition research testing auditory models (termed sonification in the sports training literature) using sports skills will be discussed (e.g., Effenberg, 2001). Suggestions on how to generate and under what conditions auditory models might be most effective will be discussed.