After fleximode was introduced into the Western Australian TAFE system, its cost and effectiveness compared with traditional delivery systems were evaluated. Fleximode, as practiced in Australia, was adapted from a mode of study pioneered in England. It offered students the independence of off-campus study in combination with access to college resources and interaction with college staff and students. Six projects were selected for fleximode delivery for the first semester, 1989. Four programs were delivered as variations from traditional face-to-face delivery: accounting 1A, associate diploma of social science (child care), motorcycle mechanic apprenticeship stage 2A, and petrol fuel injection. Two programs adapted from correspondence delivery were studied: commercial pilot license and diploma in local government. The following types of comparisons were made to evaluate program costs and benefits: students' final examination results, retention rates, teacher's perceptions, students' perceptions, and financial costs. Comparisons made between the fleximode programs and traditional delivery methods revealed no significant differences in educational efficiency as indicated by students' retention rate and examination results. A number of qualitative differences were found between the programs, such as learner satisfaction, and these differed between individuals within programs. (Appendixes include 31 references and instruments.) (YLB)