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Over the past decade there have been many reviews of education that discuss the idea of transferable generic skills as desirable outcomes of education. This combined with pressure from employers to make higher education more responsive to their needs has led many universities, worldwide, to consider and/or implement strategies for teaching skills that will equip graduates to function effectively in the workplace. While there is general agreement among universities that the acquisition of, and ability to effectively use generic skills are essential to operating successfully in the workplace it is unclear as to the: (i) contexts in which graduates perceive they have developed/are developing these skills; (ii) skills that graduates believe they are using in the workplace; (iii) importance of these skills to students in determining job satisfaction; and (iv) the strategies that universities might employ to optimise the development of these skills. This paper reports on work in progress on a study of a group of recent university graduates and their development, use, and importance of a specified cluster of generic skills. The latter comprise problem solving, critical thinking, interpersonal understandings, and communication. The paper also considers the implications that these preliminary findings might have for universities curricula.