With rising enrollment pressures, practices resulting in flexibility in the undergraduate curriculum are important as a means to provide optimum development of students from varying academic backgrounds and experiences who are preparing for a wide range of careers. Three general types of practices leading to curricular flexibility are emerging: (1) Substituting courses permits omission of certain courses in which the student demonstrates the required proficiency. (2) Course patterns designed to provide curricular flexibility place primary emphasis on special courses or special sections for exceptional students. (3) Teaching-learning techniques may provide for flexibility through instructional practices of individual teachers and through other teacher-student relationships in the learning process. It is concluded that the success of practices resulting in curricular flexibility depends not on artificial devices but on the campus atmosphere, the quality of instruction and of the student body, the personality of the faculty, and their interest in planning and implementing program arrangements best suited to their particular student clientele. (Author/LBH)