A study investigated industry and employment characteristics and outcomes of module enrollees and completers in vocational education and training (VET) in Australia. VET enrollment data showed module students were older than course enrollment students, more likely to be female, and to have completed Year 12. While VET module students and full-course students were both driven mainly by vocational motives, expectations in the latter group were more about extra skills for the present job rather than a new job. One module subgroup enrolled in primarily technological or skill upgrading areas; another targeted basic skills. Female students were more likely to discontinue module training for personal or training-related motives; males for employment-related motives. In student outcomes surveys, over 70 percent of module-only students were in employment 6 months after course completion, only slightly less than full-course graduates. Module case studies were based on 38 students, mostly employed, undertaking trade and business-related modules at five technical and further education institutes. Findings indicated most employed students were studying to sharpen their skills and knowledge for existing jobs; unemployed students chose modules to update skills to re-enter the workforce; and the key word that wrapped up students' motivations was "flexibility." Actions useful to VET stakeholders were suggested. Appendixes include questions and the project brief used in the case studies. (Contains 20 references and 19 tables.) (YLB)