In this article, we argue that, if open learning seeks to (re)assert a social justice mission, issues of openness and flexibility are more critical than ever. Drawing on qualitative data from a National Union of Students Wales/Open University study, which explored, in the voices of Welsh students, the identity, motivation and barriers faced by part-time distance learners, three key findings emerged. First, the chimaera of "choice"--for part-time distance learners whose personal circumstances prevent any other mode of study; second, the vacuity of policy assertions around "flexibility" in HE--what personalised learning means for part-time distance learners should be contested and re-examined; third, the mantra of "employability"--for part-time distance learners, employability is a conundrum which needs to be understood in a far more inclusively nuanced way. We conclude that the voices of part-time distance learners need to be heard by policy makers and should inform open universities' continuing efforts to enable vulnerable and marginalised learners to access HE.