“Flexible delivery” has been endorsed by universities, who variously argue for the need to respond to the changing demands of students, the need to embrace technology, the need to secure market share in teacher education, and the need to meet budgetary constraints. However, the needs of universities, cannot be considered in isolation from the societal need for quality teachers education graduates who have the knowledge and skills to prepare their students for the demands of the 21st century. This paper explores three key issues that confront teacher educators involved in planning, implementing and resourcing a flexibly delivered mathematics curriculum unit versus the face-to-face delivery of the same unit.