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A teaching/learning intervention was designed and implemented by a teacher to improve the graduate skill of referencing for undergraduate commerce students studying web design. Over two semesters, 120 students were studied. In each semester, a 'participant' group voluntarily undertook a class exercise during a lecture and received feedback from the teacher. A 'non-participant' group chose not to undertake the exercise. In addition, all students received tuition at laboratories, assignment instructions, assignment assessment, and access to a library referencing resource. Referencing skill was later measured for both groups via a written exam question. Results indicated that the participant group achieved a superior level of referencing skill. Aside from the inference that teaching and learning a skill improves performance, the study demonstrates how a graduate skill can be taught, learnt and assessed at the unit level of a tertiary curriculum. This paper covers graduate skills, referencing, the teaching/learning design, the research design, and the results.