In many post-secondary mathematics courses, the focus is squarely on mathematical content, but we know there are far more intangible skills a student develops in the mathematics classroom. The aim of this session is to make those intangible skills more tangible. The Conference Board of Canada’s Employability Skills brochure lists 16 skills that are needed to improve ability and thrive in the workplace and beyond. Problem-solving and numeracy, typically the highest priorities in most post-secondary mathematical classrooms, are just two of these 16 skills, so how do we explicitly teach and evaluate progress in other skills? Studies have shown that focusing simultaneously on mathematical and other academic skills is invaluable in helping students with the high school to university mathematics transition (Lake et al 2017) . In this session, we want to learn from instructors who have developed tools that help with the explicit, intentional, and targeted teaching and learning of a skill, rather than a mathematical concept. This skill could be, but is certainly not limited to, communication, group work, learning skills, peer evaluation, reflection, goal setting, using multiple representations, or research skills. We are interested in hearing about the development of your tool, any obstacles you faced and how you have or might evaluate the success of your intervention.