Description: This paper is part of an on-going research carried out at the University of the Aegean, Greece, into how postgraduate students respond to new forms of education recently introduced in the Greek educational context. In this case new forms of education refer to distance e-learning which is used in the delivery of a postgraduate course. It builds on other work recently undertaken at the University of the Aegean by a group of researchers, namely: an exploration into the decision of mature students to pursue postgraduate studies by e-learning (Vitsilakis, Efthymiou & Vryonides, 2005), how working mothers are experiencing this new form of education (Vryonides &Vitsilakis, 2006) and how e-learning in general has addressed geographical and social marginalisation in Greece (Vryonides, Vitsilakis & Efthymiou, forthcoming). The purpose of the present paper is to demonstrate the conditions and the various ways with which postgraduate students attempt to manage their time in order to create space for realising life long aspirations (i.e. to pursue postgraduate studies) to allow them to advance educationally, professionally and socially. This study aims to contribute to a wider academic discourse on the matter and compare its findings with other studies undertaken in other social contexts (i.e. Moss, 2004). Methodology: The methods used to gather information for qualitative analysis consist of (a) in-depth interviews carried out with a group of postgraduate students and (b) diaries that students were asked to keep while "attending" to their course. The interviews were based on a semi-structured interview schedule which sought to elicit information about attitudes, feelings, motives, expectations and experiences in relation to the demands of the e-learning course. The above are examined and compared with experiences of marriage, parenthood, housework, professional life, etc. The second method of data collection consisted of diaries which were of semi-structured 'time use' type. Students were asked to keep them over a period of two-weeks in the middle of their course when tensions, pressures and stress were at their peek. Various patterns and strategies of time management are identified that allow us to build theoretical models that can be generalised to other students attending to e-learning programmes. All the above, are viewed in relation to gender, familial conditions and responsibilities, amount and quality of support (psychological and other) from spouses and others. Conclusions: The findings of the present study support the argument that educational providers (in our case higher education institutions) should adopt more flexible organisational arrangements to allow postgraduate studies by e-learning to respond to the conditions and needs of the targeted 'clientele'. By recognising that mature students have inescapable familial and professional responsibilities which put them under serious strains when they try to time-structure their working days in order to construct space and time for academic work, necessary and effective measures will be taken to allow for their studies to become less stressful and truly enjoyable. In other words, as with Reay (2003) and Reay et al (2002), it is argued that the consequences of policies of widening access and participation of mature students in higher education should lead to a transformation of traditional university practices. In this way e-learning will contribute to the amelioration of the reproduction of educational inequalities of the past and thus provide the possibilities for realising the aspirations of non-typical students who otherwise would have been socially and professionally marginalised.