In a dynamic environment, there is an adaptive value in the ability of animals to acquire and express memories. That both simple and complex animals can learn is therefore not surprising. How animals have solved this problem genetically and anatomically probably lies somewhere in a range between a single molecular/anatomical mechanism that applies to all situations and a specialized mechanism for each learning situation. With an intermediate level of nervous system complexity, the fruit fly Drosophila has both general and specific resources to support different short-term memories. Some biochemical/cellular mechanisms are common between learning situations, indicating that flies do not have a dedicated system for each learning context. The opposite possible extreme does not apply to Drosophila either. Specialization in some biochemical and anatomical terms suggests that there is not a single learning mechanism that applies to all conditions. The distributed basis of learning in Drosophila implies that these systems were independently selected.In a dynamic environment, there is adaptive value in the ability to learn from experience and use memories to make predictions about future good or bad events. Thus, it is not surprising that the ability to learn evolved early and is found in diverse organisms, from relatively simple animals like C. elegans and Aplysia, to insects, and mammals. Learning mechanisms can in principle lie between two extremes-either a single mechanism that is applied to all situations, or a unique mechanism for each learning context. Learning mechanisms here indicates the molecular and anatomical structures, or the system, that supports formation of a memory. It is now clear that Drosophila, an animal with an intermediate level of nervous system complexity, solves learning problems with an intermediate system. That is, flies have multiple overlapping molecular and anatomical structures that are critical for memory formation in different conditions. Thus, as an example, although the mushroom bodies in the fly brain are important for some forms of learning, other brain structures are important in several different learning contexts. Specificity of memory formation systems in different learning situations is further supported by investigations into the biogenic amines and the isolation of several mutations that alter learning. Although a model for how the Drosophila brain supports learning is far from complete, results from the last decade have rejected the notion of a single learning mechanism in Drosophila.Three types of learning in Drosophila will be discussed with respect to anatomical and genetic organization. These include classical olfactory conditioning, operant place conditioning, and operant and classical visual conditioning. The behavioral tests will be only briefly described here as they have been recently well reviewed elsewhere (Davis 2005;Keene and Waddell 2007;Heisenberg and Gerber 2008).