This study explores the understanding of academics, and students around Flexible Learning degrees in relation to pedagogy, and the implications of these perspectives for the design of effective Flexible Learning curriculum. It adopted an evaluation research methodology to investigate the Flexible Learning degrees in Computing offered at the Institution where I work during the years 2008-2010. Using open ended questionnaires, interviews and a reflective journal, data were gathered on participant perspectives on the following key areas of research interest: concepts of Flexible Learning; the Flexible Learning environment; the role of the tutor/ lecturer; the role of the learner; availability of information, resources and services; concepts of learning and the learning process. Questionnaire data and interviews were analysed using qualitative analysis to identify conceptual categories and the findings were further supported and explored by the reflective writing where personal observations were recorded, in addition to the literature. The main conclusions of the study were that: (1) learning is central to the way the Institution provides resources; (2) the design of a Flexible Learning environment influences student learning; (3) student progress depends largely on the lecturer and the feedback provided; and (4) the structure of a Flexible Learning degree must promote employability. The conclusions of the study are related to both the academics and the students. It is agreeable throughout the research that Flexible Learning requires highly motivated academics and students. With the tuition fees going up, active engagement in learning is highly encouraged in Higher Education. Flexible Learning degrees was the start of a new era in teaching and learning. The findings and successes of this project, are now applied to the whole institution that moved towards Flexible Learning in September 2015.