Over the past twenty years, universities have increasingly employed credit-­based modular curriculum structures in an attempt to cater to the needs of more diverse student groups and to allow students greater flexibility and choice in managing their studies. With the increasing pressures placed on Australian universities to better support teaching and learning while also creating greater efficiency, the possibility of adopting modularised course structures is likely to emerge as an issue facing higher education institutions in this country. It is therefore timely and relevant to examine the possibilities and challenges that modularisation presents. This paper outlines the background and rationale behind modularisation of university curricula and discusses both the potential benefits and possible disadvantages of modular course structures.