Current developments arising from the Bologna Process and impacting throughout European higher education trace their origins to the lifelong learning and widening participation agendas. They aim to facilitate new patterns and pathways of study and provide transparency and guidance for students. However, practical implementation of the changes in ways which retain sensitivity to the particular needs of lifelong learners is far from simple. As those at the chalkface of programme design and delivery grapple with the more complex questions arising from the transformations in policy and practice, our work suggests that a key watchword for change-implementation may be "complexity for flexibility". We outline the general principles explored and practical steps undertaken with regard to one established adult learning programme. We demonstrate that through an approach which embraces complexity and flexibility, it has been possible to develop strategies for serious engagement with the drivers behind the current change, the range and variety of learning skills in a typical adult learning group, and the rational resistance to change which may be experienced by those at the forefront of implementation.