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Although increased flexibility has been a characteristic of post-registration nurse education in the United Kingdom (UK) in recent times, its nature has not been the subject of in-depth exploration. The research reported here used questionnaire-based surveys and case studies of modules and programs (deemed by providers to be flexible) to reveal the dimensions of flexibility in post-registration nurse education in England. Forty-three dimensions were identified under the headings of: provision and access, teaching and learning, the assessment of theory, the assessment of practice and evaluation. This range of dimensions, the complex and interacting purposes of flexible learning and the complexity of the context requires a reflective approach to the task of managing flexible learning.