This case focuses on issues related to the design and implementation of an assessment instrument appropriate for and congruent with the philosophy of a course in flexible learning. Early in 1999, three members of the Griffith Institute for Higher Education and two staff from Griffith Flexible Learning Services met to begin planning a Graduate Certificate in Flexible Learning for tertiary teachers to commence at Griffith University, Australia, in 2000. The Graduate Certificate was to foster the development of flexible teaching and learning practices of staff in universities and colleges and would consist of four subjects: Foundations of Flexible Learning, Designing for Flexible Learning, Implementing Flexible Learning, and a Project. During its first year, 15 participants were enrolled in the programme.