The movement to flexible delivery in the higher education sector is inexorable because of a range of forces shaping university policy, including the development of new information technologies, funding reductions and the transition to a commercialised, globalised university ethos (Symes, 1996; Coaldrake & Stedman, 1998; Scott, 1994). QUT continues to develop its flexible delivery policy and devotes considerable funding to its implementation across the university. The challenge for university teachers is to translate this push for flexible delivery into a workable range of learning opportunities for students that are introduced not merely because the technology is available or because it is cost or time effective, but because it will enhance students’ learning. This paper presents a case study of my recent attempt to apply this flexible delivery policy to a first year core unit or subject in Education in a critical way that constantly foregrounds students’ learning needs.