In this paper we argue that flexible learning, as is prevailing among Australasian higher education institutions in recent years, is not without a price. Through a review of literature, we try to uncover provisos underpinning flexible learning. That is, all flexibilities come with provisos, pre-conditions, and commitments (or even inflexibilities). In order to make one aspect of the instruction flexible, usually other aspects have to be made more structured. Eight aspects of flexibility are analysed and discussed. We conclude this paper with a call for more rigorous investigations into issues related to flexible learning.