The techniques of instructional design that have been applied to the preparation of distance materials for independent learning are now being applied to the production of materials that are to be used in flexible delivery of subjects. This allows subjects to be offered which require face to face work but can also have a major component of independent study. Flexible delivery is about delivering education to students who for some reason cannot presently access a subject. That is the reason why distance educators have traditionally provided the flexibility of distance learning. Flexible learning is essentially a delivery issue. This paper provides a case study of the development of a book called, "Working with Grief and Loss," by the Open Training Education Network (OTEN) (Australia), with emphasis on the role of the eight stakeholders in the final outcome of the project. Instructional design issues include the development of project specifications, and identification of stakeholders and learners. Flexible delivery in practice is much more about delivering education to students who for some reason cannot presently access a subject, hence the reason why distance educators have traditionally provided the flexibility of distance learning. Flexible learning is essentially a delivery issue. The stakeholders in the project, those who influence the content and delivery of the learning programs, both internal to the educational process (students and teachers) and external (government), had more input than the learners on how the materials were produced and delivered. However, the opportunity to directly compare instructional design for distance education with instructional design for flexible delivery is clouded by the complexity of the relations with all the stakeholders. Negotiation between multiple stakeholders will likely be a key feature of flexible delivery. (Author/SWC)