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Human working memory can be defined as a component system responsible for the temporary storage and manipulation of information related to higher level cognitive behaviors, such as understanding and reasoning (Baddeley, 1992; Becker & Morris, 1999). Working memory, while able to manage a complex array of cognitive activities, presents with an unexpected peculiarity, in that only a few elements of information can be processed in working memory at a given time. Miller (1956) established that working memory can only maintain about seven elements of information at a time. Additionally, working memory under conditions where rehearsal is limited, may only be able to hold information active for a few seconds (Peterson & Peterson, 1959). In situations involving more complex cognitive tasks, demands placed on working memory that are not directly related to problem solving can hinder learning by exceeding available cognitive resources (Sweller, vanMerrienboer, & Paas, 1998). In such situations, instructional principles that avoid overburdening working memory and/or direct the learner's available resources are needed to design efficient and effective instruction. Currently, the study of cognitive load theory has provided hypotheses and conclusive findings concerning appropriate strategies for structuring instructional material as studied in many technical knowledge domains. The focus of this paper is to investigate the applicability of the cognitive load theory principles of redundancy and split attention to teaching Manual Physical Therapy Skills.