Muscular Dystrophies (MD) are hereditary, progressive diseases, primarily of skeletal muscles resulting in degeneration of muscle cells and lead to the development of muscular weakness. They vary according to the clinical picture and the pathological changes of the muscles and the way of inheritance, as well as the age of the symptoms appearing and progression of the clinical image (Emery, 2002, according to Kuzmanić Šamija, 2013). Duchenne Muscular Dystrophy (DMD) is the most common form of hereditary muscular dystrophy. The incidence of the disease is 1: 3 500 born male children. Motor learning process is closely related to mental capabilities, motor skills, previous motor experience, but also the cognitive and conative characteristics of an individual that contribute to the understanding of the movment structure that is teached and requires movement techniques, on which depends the speed and success of learning. If the movement that is teached is a more complex, the motor learning process is more demanding. The aim of this paper is to present knowledge based on existing researches about the process of motor learning and motor skills in people with muscular dystrophy and the factors influencing this process. It will be determined what kind of physical training intensity is beneficial in terms of the preservation of muscle endurance and functional abilities. The assessment tools used to describe, test and evaluate motor function characteristics in Duchenne Muscular Dystrophy will be described. Also, it will be presented the current knowledge and researches to say how and in which way motor learning in people with Duchenne's muscular dystrophy can can be achieved in the field of computer technology and virtual reality. It has been shown that despite the functional limitations that accompany muscular dystrophy in a greater or lesser extent, despite the dependence on other variables such as drug interventions, etc., sufferers may continue to perform motor tasks, showing similar patterns as individuals who have not been affected by muscular dystrophy, albeit with lower performance. The effects in practice can be seen in a significant reduction in time to complete a task as well as in quality improvement and movement organization. Indirect measurability of motor learning in the form of motor performance allows us to better self-control in work, better quality of evaluation and progress monitoring.