This booklet, which is intended for general readers wishing to understand important trends in vocational education and training, provides insight into how self-paced learning programs are being implemented in Australia and how teachers and students evaluate their effectiveness. The following topics are discussed in the first booklet's first seven sections: (1) factors affecting how new information is learned (suitable environment; readiness to learn; analyzing, interpreting, and manipulating the information; attention; feedback; repeated and varied practice; prompting; storing the information); (2) case studies and other research on self-paced learning in external studies programs; (3) technology-based learning for remote students; (4) campus-based self-paced learning programs; (5) the question of whether increased flexibility leads to better outcomes; (6) responsibility for learning; and (7) lessons learned regarding teachers and students best suited to self-paced learning. Presented next is a model for implementing self-paced learning programs that consists of the following nine phases: (1) create a climate for change; (2) identify program needs; (3) set goals and objectives; (4) identify resources to be used; (5) develop learning materials; (6) prepare students for learning; (7) implement the learning program; (8) monitor student progress; and (9) evaluate the program. Concluding the booklet is a 31-item annotated bibliography. (MN)