The purpose of this study was to investigate the effect of using a series of adapted bicycles on the acquisition, maintenance, and generalization of conventional cycling skills by children with mild mental retardation, ranging in age from 7-11 years old. Participants were introduced to cycling skills through a series of four adapted bicycles and one conventional bicycle, designed to allow them to gradually become accustomed to the dynamics of cycling. Positive corrective and positive specific feedback were provided. Feedback focused on three aspects of performance; (1) pedal rate, (2) head position, and (3) steering participation. In order to progress through the bicycle series, participants were required to ride each bicycle independently for a distance of 12 m, for 3 consecutive trials. A multiple probe design was implemented. Data analysis included visual inspection of graphical performance. All seven participants (100%) were successful in acquiring conventional cycling skills. Five of the 7 participants (71%) demonstrated maintenance, while 3 of the 7 participants (43%) demonstrated generalization of conventional cycling skills. While not achieving criterion levels for maintenance and generalization, two participants exhibited partial maintenance levels and four participants exhibited partial generalization levels. Results are discussed relative to dynamic systems theory and motor skill development.