This paper discusses our experiences in moving to student centred learning. It describes the action research approach and the context for the module at Masters level in systems analysis and design. It discusses the learning materials provided as an alternative to lectures, including a book, a set of videos, courseware and a web site. The initial teaching approach dictated a pace to the students. This evolved towards students working through the material at their own pace. As the teaching approach reached a steady state, there was a discernible improvement in students' minimum marks and pass rates. Student feedback by questionnaire is analysed, concentrating on the learning materials, the teaching approach and the advantages and dis-advantages. In general, students preferred the teaching approach, particularly the autonomy it provided them. Staff reflections and lessons learnt are also considered. In general, staff recognised that their time with students was more productive and that students became more self-reliant. Conclusions are drawn and general issues that emerged from the work identified. (Contains 3 tables and 4 figures.)