The purpose of this study was to examine the effects of success and failure experiences through similar task on taekwondo side-kick learning. This study was conducted on 49 students in the lower grades of elementary school. The children were not given any information about the purpose of this study, and they were randomly assigned: 17 to the success group, 16 to the failure group, and 16 to the control group. A task similar to the side-kick was used. The dependent variable was the side-kick score. The data analysis of the acquisition phase was carried out under 3 (group) × 6 (block) factorial design with repeated measures on the last factor. In the retention phase, a one-way ANOVA was conducted. The analysis of the results reached the following conclusions. First, the success group’s last block, which was in the acquisition phase, displayed better performance than the control group. In contrast, the failure group displayed no significant difference compared to the control group. Second, in the immediate retention test, the success group displayed better learning than the control group, while the failure group displayed no significant different compared to the control group. Third, in the delayed retention test, the success group showed better learning than the failure and control groups. In contrast, the failure group displayed no significant difference compared to the control group. In conclusion, this study shows that success and failure experiences through a similar task can have discriminative effects on the performance and learning of taekwondo side-kick.