We extend a previously proposed hypothesis of motor lateralization that attributes predictive control of limb trajectories to the dominant hemisphere and control of limb position and posture to the non-dominant hemisphere. This hypothesis is supported by studies demonstrating sensorimotor adaptation during visuomotor rotations in patients with focal cortical lesions. However, it is not known whether specialization of the dominant system will also be reflected in the learning of a de novo task, a task that requires learning of a novel movement. We now ask whether lateralization of motor learning will occur during learning of a task that requires predictive control of hand trajectory. In our task, participants hit a virtual puck from a central location toward a 180° arc located 35 cm from the initial puck position. Participants were free to start each trial anywhere behind a horizontal line located 10 cm posterior to the puck. Hand velocity was transferred to the puck at impact depending on the location of impact and on the magnitude and direction of the hand velocity vector. Thus, accurate performance required coordinated control of hand velocity and impact location. Sixteen right-handed young adults performed the task with both arms for two consecutive days:​ Eight participants performed with their dominant arm first and then with their non-dominant arm, while eight participants performed in the reverse order. Both arms showed a rapid reduction of task error in the beginning, then maintained the error level throughout the session. There was no significant effect of handedness in learning of the task. Moreover, both arms showed not significantly different mean and variance in the movement initiation location after the participant learned the task. Both arms showed a reduction of task error during the subsequent task performance followed by the training with the initial arm. We propose that both hemisphere-limb systems developed similar models of control through learning. As a result, both arms showed a similar reduction in task error throughout the learning and the transfer of learning. We suggest that the effect of handedness is not prominently demonstrating on a planar skilled task when redundant degrees of freedom are allowed during the movement.