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Training packages are sets of nationally endorsed standards and qualifications for recognising and assessing people's skills. They have been developed by industry bodies to meet the identified training needs of specific industries or industry sectors. A training package describes the skills and knowledge required to perform effectively in the workplace but does not prescribe how an individual should be trained. Teachers and trainers develop learning strategies in response to learners' needs, abilities and circumstances. The approach to the implementation of training packages adopted by RMIT University in Victoria, Australia, places equal value on the learning process undergone by the students and the training outcomes. This paper provides a short case study of RMIT practice in which the author examines the key educational design issues such as underpinning knowledge, building generic capabilities, graded assessment and using student-centred approaches which are responsive to learners' needs and goals. The author considers the professional development required by teachers to adapt to the change in teaching approach and provides an overview of the changes in structural and administrative processes that have been implemented to ensure a quality approach to training packages.