In 2000 I offered a compulsory, second year, undergraduate law subject, Unincorporated Associations and Trusts (UAT) in flexible delivery mode to approximately 200 students for the first time. The program included a comprehensive web based study guide, electronic and face-to-face communication opportunities (in place of tutorials) and continuous assessment. My aim was to incorporate technology within a package of reforms aimed at enhancing student centred learning. In its first year of operation, feedback from the majority of students exposed to this approach was quite negative. After minor modifications, the program ran very successfully in 2002 - 2005. This paper describes the innovations that were introduced, student feedback across five years of the program's operation and adjustments made to address students' concerns. It also raises for discussion some on-going issues related to sustaining innovation and marking courses set in a flexible delivery mode.