Recent work on perceptual learning shows that listenersÕ phonemic representations dynamically adjust to reflect the speech they hear (Norris, McQueen, & Cutler, 2003). We investigate how the perceptual system makes such adjustments, and what (if anything) causes the representations to return to their pre-perceptual learning settings. Listeners are exposed to a speaker whose pronunciation of a particular sound (either /s/ or /S/) is ambiguous (e.g., halfway between /s/ and /S/). After exposure, participants are tested for perceptual learning on two continua that range from /s/ to /S/, one in the Same voice they heard during exposure, and one in a Different voice. To assess how representations revert to their prior settings, half of Experiment 1Õs participants were tested immediately after exposure; the other half performed a 25-min silent intervening task. The perceptual learning effect was actually larger after such a delay, indicating that simply allowing time to pass does not cause learning to fade. The remaining experiments investigate different ways that the system might unlearn a personÕs pronunciations: listeners hear the Same or a Different speaker for 25 min with either: no relevant (i.e., ÔgoodÕ) /s/ or /S/ input (Experiment 2), one of the relevant inputs (Experiment 3), or both relevant inputs (Experiment 4). The results support a view of phonemic representations as dynamic and flexible, and suggest that they interact with both higher-(e.g., lexical) and lower-level (e.g., acoustic) information in important ways.