The purpose of the present study was to examine whether the learning benefits of self-controlled knowledge of results (KR) would generalize to children. Specifically, the authors chose 10-year-old children representative of late childhood. The authors used a task that required the children to toss beanbags at a target. One group received KR regarding throw accuracy at their request, while another (yoked) group received KR after the same trials as their counterparts but had no control over the KR schedule. Learning was assessed in a retention test without KR one day after the practice phase. An additional purpose of the present study was to determine when self-control participants would ask for KR. The results of the present study indicated that learning in 10-year-olds was not hampered by the additional information-processing activities (i.e., decision making) necessary under self-generalizes to older children. These learning benefits seem to be attributable to motivational factors. These findings may have important implications for practical settings in which control conditions. In fact, although the effect size was small (i.e., 0.2; Cohen, 1969), learning was significantly enhanced. Overall, the results of the present study demonstrate that the advantage of giving learners the opportunity to decide when to receive KR instructors typically give feedback when they assume the child needs it most (i.e., mainly after unsuccessful trials) to avoid errors and guide the child to the correct movement pattern. (Contains 2 figures.)