Resource-based learning (RBL) is one of the most useful, successful, and acceptable approaches to curriculum delivery, easily adapted to different styles of teaching and learning. It brings together all of the resource elements--tutor, learning resources, and student--into a learning partnership. Two essential aspects of RBL are its flexibility--that is, its ability to cope with a variety of learning styles--and its promotion of student autonomy. The introduction of RBL has practical implications for further education colleges (technical institutes). Students need to develop more autonomy in the way they study and use information, through guidance from tutors. Tutors need to develop technical, human, and conceptual skills to be able to empower students with autonomy. A framework of learning resources and space in which to use them is needed to support students and tutors, upon which students can rely for all their learning needs. The college library is central to the learning process as the provider of a wide-ranging service based on a comprehensive collection of fully integrated learning resources. The issues and problems related to the implementation of RBL are partnership, quality issues, staff development, student autonomy, learning resources framework, technology of delivery, introduction and use of forms of RBL, and provision of RBL guides. Each requires a strategy to deal with it involving tutors, nonteaching staff, students, and senior college management. (Appendixes include 20 references and sample 5-year strategic plan for a further education college.) (YLB)