In the aftermath of a traumatic experience, some people develop post-traumatic stress disorder (PTSD). Cognitive processes play a crucial role in current clinical diagnosis and treatment of PTSD. Three core symptom clusters of PTSD are cognitive in nature (i.e. re-experiencing, avoidance and negative alterations in cognitions) [1] and cognitive processes form a major component in evidence-based therapies for PTSD (e.g. EMDR, cognitive behavioural therapy) [2]. To improve the prevention and treatment of PTSD in the future, (fundamental) research needs to elaborate on underlying mechanisms and identify opportunities for (new) treatment strategies. However, research efforts need to align with clinical reality since only translational findings will foster clinical progress. In the case of PTSD, this implies research attention for the cognitive domain (including learning & memory). The aim of the current meta-analysis was firstly to review and integrate the existing knowledge on learning, memory and fear conditioning in PTSD patients compared to healthy controls. Subsequently, data from animal models of PTSD was analysed and compared to patient-data, to investigate if preclinical data follows the same patterns as clinical data, and identify possible explanations for potential discrepancies. The database search was conducted in PubMed and only original research articles were included. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement and guidelines were used to conduct the searches, to guide data extraction, to summarize evidence and to report the results [3]. 184 articles were included in this study (60,9% preclinical data). In 53,8% of the studies fear-conditioning experiments were performed, the other studies assessed learning and memory of more neutral information. The results indicate that PTSD patients are better in learning and memory of emotional or fearful information, but perform worse than healthy controls in learning and memory of neutral information. Importantly, preclinical data showed comparable results, with even stronger associations between PTSD and parameters of learning and memory. The stronger effect found in animal models, could be due to the more controlled nature of preclinical research, which is for example reflected in subject background (e.g. laboratory animals vs. patients with variations in comorbidity and medication use) and experimental environment. Differences in learning and memory of trauma-related, visual, verbal and spatial memory are discussed. Analysis revealed that included papers varied in timing between encoding and retrieval, as well as between trauma and cognitive testing. In addition, preclinical studies predominantly used fear conditioning approaches, whereas learning and memory of emotional or neutral information was mainly assessed in clinical studies. Insight in the discrepancies mentioned above could inspire future experimental designs of (pre)clinical studies to adopt a more translational, thereby more valuable, set-up. Overall, the results underline the importance of the learning and memory deficits in PTSD and suggest that animal models can be used to model the cognitive domain of PTSD.