The Macquarie University (Australia) vision is to provide flexible learning options for all students. This will involve the dual development of resource-based curricula and information technology (IT) capacity across the university. This paper highlights major issues underpinning the design, development, and delivery of flexible learning and how these relate to the Macquarie context. An IT-based developmental model that accommodates curriculum redesign and the wider institutional changes needed to ensure the delivery of high-quality flexible learning is introduced. The model has the following characteristics: recognizes that flexible learning is underpinned by resource-based curriculum design; recognizes that the World Wide Web is pivotal in coordinating and managing flexible learning programs; recognizes that a variety of other media will also be used, depending on the teaching context; emphasizes the active involvement of participants in design, development, implementation, evaluation, and maintenance of resources and programs; accommodates the need to develop institutional capacity to support flexible learning; recognizes that institutional capacity requires coordination at all operational levels; and provides a practical context within which to develop, evaluate, and refine products, supporting policies, strategies, and technical, administrative, and managerial structures. A table outlines the three stages of the model (developmental, partial flexibility, full flexibility) as they relate to usage, access, resources, and strategic issues. (Author/DLS)