Objective: This paper describes the survey results of first and second year New Zealand (NZ) midwifery students' level of engagement while being taught in face-to-face, videoconference (VC) and online activities as part of a fully flexible delivery curriculum. Methods: First and second year undergraduate midwifery students (n = 104) from one New Zealand midwifery education provider were invited to participate and complete an online survey. Students were recruited from the main city campus learning hub and three smaller regional learning hubs (RLH). Measurements: The survey asked for: demographic information, skills, experience and confidence with modes of flexible learning, information technology, online student learning platforms, and engagement with learning. Data were analysed using descriptive statistics including minimum and maximum scores, means, ranges and weighted averages. Results: 52 % (n = 54) of students provided feedback. 40 % (n = 21) of respondents considered they had minimal experience with online learning platforms and 48 % (n = 49) indicated a lack of confidence to participate in learning sessions delivered via VC. 66 % (n = 67) of respondents rated their involvement in learning much higher in face-to-face sessions than with VC. Respondents felt more engaged with their peers from their own regional learning hub (RLH) and less with the teaching, clinical and administration teams. Conclusion: Students need to be orientated and educated to use technology adequately for their learning. Although flexible modes of delivery in midwifery education enhance student access, the quality of learning requires reliable technology with good capacity, and pedagogy that fosters a high level of interaction. Rural and remote students rated engagement with face-to-face teaching highly. Support and continuing training and education for both faculty and students need to be offered to maximise the potential of flexible delivery modes. This was a small survey with students from one NZ midwifery education provider. Results need to be interpreted with this in mind.