General recognition of the potential benefits of utilizing advanced technology has focussed public attention on the organisation of tertiary education. This has produced a situation where opportunities exist for significant changes to be implemented. The challenges to Mining education in this environment of change are analysed with respect to the setting of education objectives, the role of centres of education, course structures and student access to courses. The scope of the analysis includes formal courses for professional education and technical training, and programmes for continuing education and postgraduate research. Previous significant advances in mining technology illustrate the importance of encouraging the establishment of an extensive involvement with mining education. Education cannot be the sole responsibility of professional academic organizations; significant industry participation is essential. Methods of achieving this interaction are discussed. Major changes in techniques available for disseminating information provide a significant incentive to assess the relevance of existing course structures and restrictions on student access to courses. Establishment of a less rigidly progressive system of education is discussed with respect to the development of the full potential of computer based learning. This will expand the availability of mining education to include remote locations. The practical feasibility of such changes and recognition of the value of education as a commercial resource could also increase overseas involvement in Australian mining education. Benefits of such changes and problems that may develop if accreditation systems are not also changed to take account of new technology are outlined.