A series of experiments used rats to study the effect of a systemic or intra-amygdala infusion of the benzodiazepine, midazolam, on learning and re-learning to inhibit context conditioned fear (freezing) responses. Rats were subjected to two context-conditioning episodes followed by extinction under drug or vehicle, or to two cycles of context conditioning and extinction with the second extinction under drug or vehicle. A 20-min extinction under vehicle resulted in better longterm inhibition on a subsequent drug-free retention test than a 4-min extinction under vehicle, or a 20-min, as well as a 4-min, extinction under drug. However, a 20-min, as well as a 4-min, second extinction under drug was just as effective in producing long-term inhibition as a 20-min second extinction under vehicle and this inhibition was greater than that produced by a 4-min second extinction under vehicle. Initial extinction of 5, 10, or 20 min were equally effective in producing long-term inhibition when the second extinction under drug was 20 min; and 5-, 10-, or 20-min second extinction under drug were equally effective in producing long-term inhibition when the initial extinction was 5 min. A 4-or 20-min second extinction under an infusion of drug into the basolateral amygdala (BLA) was as effective in producing long-term inhibition as a 20-min second extinction under vehicle and was more effective than a 4-min second extinction under vehicle. The results show that midazolam impairs learning to inhibit fear responses but spares and even facilitates re-learning this inhibition.Extinction of Pavlovian conditioned fear responses in laboratory subjects (e.g., rats) occurs when the signaling relation between initially innocuous cues (e.g., a discrete stimulus such as a noise or the array of cues comprising a context) and a feared outcome (typically, brief but aversive footshock) is broken by exposures to the now conditioned stimulus (CS) in the absence of the feared outcome (the aversive shock unconditioned stimulus [US]). The fear responses (e.g., freezing, potentiated startle) produced by the signaling relation decline across the CS-alone exposures and eventually cease to occur. Fear of the CS is said to have been extinguished. A historically influential explanation of extinction was that breaking the signaling relation destroyed the learning produced by that relation. For example, theories that identified learning with a single construct, such as associative strength (e.g., Rescorla and Wagner 1972) or connection weights (Rumelhart et al. 1986), found it convenient for various purposes to explain extinction as the erasure of this strength or restoration of the original connection weights between the CS and US.However, it is now clear that this explanation is incomplete at best. (Bouton and King 1983;Bouton and Ricker 1994;Harris et al. 2000) or in the absence of drug-related cues present at extinction (Bouton et al. 1990). These restoration phenomena show that much, if not all, of the original learning survives extinction in spite o...