The effects of different vocational education and training (VET) delivery modes on module completion rates and module pass rates (MPRs) were examined by analyzing student outcomes from the available data on module outcomes collected by Australia's National Centre of Vocational Education Research and information provided by 769 Australians (average age, 27.7 years) who had previously completed VET studies. Of those surveyed, 357 (46.4%) had been taught by flexible delivery or alternative methods of instruction and 412 (53.6%) had been taught by traditional face-to-face teacher directed methods of instruction. Although the analysis did not provide definitive answers about which strategy should be used to best ensure consistent success in terms of MPRs for all clients, it did establish that nontraditional delivery strategies are generally able to record solid performances. Both groups generally valued their training and believed that it had given them the assistance they required. The flexible delivery students cited advantages related to flexibility, whereas the traditional delivery students primarily cited advantages related to contact with others. The most common suggestions for improvement from both groups related to more structure for courses (including spending more time on revision and organizing classes differently). Twelve tables of technical data are appended. (Contains 29 tables/figures.) (MN)