Learning in voluntary movements is driven by sensory feedback that indicates movement error. In previous studies, many researchers have investigated the effects of timing, relative frequency and accuracy of feedback information about error on the efficiency of motor learning. However, less attention has been paid to the relationship between the modality of sensory feedback and success of learning. In this study, we examined the influences of the difference of feedback modality (visual or auditory) on learning in an isometric force control task. Subjects were instructed to rapidly exert a pinching force aiming to a designated level displayed on a PC screen. In the learning phase, participants in the auditory feedback group (AF) were led aurally to exert a different level of force with their eyes closed. For the visual feedback group (VF), the gain of display was changed and subjects were guided to adapt their force unconsciously. In the both groups, the exerted force significantly altered during the learning phase. However, we found that while clear adaptive effects remained after the learning phase in VF group, there was no significant difference between pre- and post-learning in AF group. The results may indicate the need to further investigate the relationship between the characteristics of sensory feedback and motor learning.