A modular system for undergraduate programs was implemented in three degree programs at Napier University in Scotland. This paper describes the degree course structure prior to 1992-93 and factors leading to change, including university response to government policy encouraging wider access to higher education. A rationale for modularization is presented, and development of the modular scheme is detailed, emphasizing the consultation, approval, quality control, and problem-solving processes. The modularization was designed to permit wider access, accelerated study, greater flexibility, and student choice; permit best use of available accommodations; allow student numbers to increase in line with government guidelines; and result in a reduction in resource requirements via the development of common curricula and assessment and a reduction in course administration. Students have enjoyed the opportunity to select free choice electives in fields totally different from those of their chosen program of study and prefer the assessment strategy which removes hurdles to entry to examinations and allows good marks in some assignments to compensate for poor marks in others. Academic staff have tended to experience increased workloads in the short term but it is anticipated that this will decrease. No significant difference in the performance of accounting students was exhibited after implementation of the modularization. (Contains 11 references.) (JDD)