This study examined the effect of an interactive CD-ROM training program on pre-service teachers’ ability to qualitatively analyze the volleyball overhand serve. The importance of this investigation is twofold. First, skilled observation is critical to effective teaching (Behets, 1993). Second, specific qualitative analysis training in undergraduate teacher education programs is limited or non-existent (Morrison & Harrison, 1997). There is a deficit of qualitative movement analysis training in undergraduate programs. The purpose of this experimental study was to examine the effects of an interactive CD-ROM training program on pre-service teachers’ ability to qualitatively analyze the volleyball overhand serve. A second purpose was to examine the retention effect of an interactive CD-ROM training program on pre-service teachers’ ability to qualitatively analyze the volleyball overhand serve after a 30-day delay. Sixty-seven pre-service teachers of motor skills were randomly assigned to either an interactive CD-ROM training group or a traditional instruction group. Both groups completed the same pretest, posttest, and retest, which were the same test, the CD-ROM testing program. The CD-ROM testing program consisting of 30 multiple-choice questions with a corresponding video clip performance of the volleyball overhand serve skill. There were two independent variables: group and time. The group variable had two levels, traditional instruction and CD-ROM training. There were three levels for the time variable which was a repeated measure: pretest, posttest, and retest. The dependent variable was the total number of correct answers selected on the CD-ROM testing program. The research study used a mixed-model analysis of variance (ANOVA) design. The alpha level was 0.05. The mixed-model ANOVA results revealed significant main effects for the time factor. No significant group by time interaction was found. The main effect of the group factor was not significant. A Scheffé post-hoc procedure was conducted to examine all pairwise comparisons involving the time factor. A significant mean difference was found between the pretest and the posttest and between the pretest and the retest for both groups. The following conclusions were found: (a) both traditional instruction and CD-ROM training improved pre-service teachers’ ability to qualitatively analyze the volleyball overhand serve skill and (b) both traditional instruction and CD-ROM training improved pre-service teachers’ retention ability to qualitatively analyze the volleyball overhand serve skill after 30 days.