Sensory feedback is an important training tool that is utilized when implementing a motor learning task as a means of combating hypertonia which results from spinal cord injury. In many studies which utilize animals for obvious ethical reasons, there was a demonstration of the importance of sensory feedback in retraining locomotion after injury. These studies reported some sensory aspects necessary for effective training to be stretch-sensitive receptors in the hip flexors of the cat (Grillner & Rossignol 1978), and the stretch-sensitive receptors for the ankle extensor muscles also in the cat (Duysens & Pearson 1980). Fouad & Pearson (2004) discussed the necessity of cutaneous signals for skilled locomotor activity. In addition to sensory feedback, a regular training schedule appears to be a necessary component of training. Improved stepping occurred in transected neonatal rats that were trained regularly on a treadmill for 15 min per day for 12 weeks compared to the same age animals that were untrained, or compared to animals that had been trained to stand reflexively to improve postural, rather than locomtor, control. (Edgerton et al., 2006). Adult spinalized mice were trained on a treadmill and demonstrated hind limb stepping in fourteen days following transection (Leblond et al., 2003). In contrast, stepping in adult spinalized rats has not been demonstrated with training. Barbeau & Rossignol (1987) demonstrated improved hind-limb function (described as EMG activity of the hindlimb retaining the characteristics of the intact animal) with implementation of a regular treadmill training program in adult spinalized cats. In addition, one study (Dietz et al., 1995) revealed that treadmill training in patients with complete SCI increased the magnitude of the EMG patterns in lower extremity muscles presumably associated with changes to the neuronal network in the spinal cord. These authors reported that the changes observed cannot be reduced to simple enhancement of the stretch reflexes (Dietz et al., 1995). The neuronal circuit must be exposed to afferent and intraspinal activation patterns similar to the desired outcome. That is, the motor performance goal of standing and stepping are different and require different training regimens suggesting task specific training is essential. Retention of functional gains is an essential motor learning concept when implementing a training program. After complete transection, it has been shown that there is a loss in stepping capacity and reflex normalization if training is stopped. De Leon et al. (1999) demonstrated retention in functional acquisition when he evaluated stepping retention in spinal cats after cessation of training for six weeks after a twelve week training session. However, significant reduction in stepping capacity was observed when training was stopped for twelve weeks. Interestingly, three of the cats were retrained to step after losing the ability to step with cessation of training. The cats demonstrated a more rapid recovery of stepping during the second training session compared to the original skill acquisition (De Leon et al., 1999). Wirz et al. (2001) examined leg extensor muscle EMG activity in a gro