The aim of this study is to investigate the contextual interference effect in the golf putting task. For this study, 135 people were divided into three groups according to the golf skill level (beginning, intermediate, advanced level). Then each group was randomly divided into three sub-groups based on the type of practice (random, blocked, self-regulated). We compared the results of exercise between groups in acqusition phase, retention and transfer test. In second block of acquisition phase, the blocked practice was more effective than the random practice and self-regulated practice in terms ofthe accuracy or consistency in all level groups. In third block of acquisition phase, there was no significant difference between practical methods in intermediate and advanced level group whereas the blocked practice was more effective in beginning group. In retention and transfer test, the random practice and self-regulated practice were appeared to be more effective than the blocked practice in beginning and intermediate group,however no significant difference was shown between practical methods in advanced group. Based on the above results, our study showed that the random practice or self-regulated practice is more effective than blocked practice in acquiring the putting technique in beginning and intermediate group.