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Description: Background: Psychology graduates are facing a future in a volatile job market, when marketing of their skills is increasingly important, yet students often lack awareness of and engagement with Graduate Attributes (GAs); the employability skills developed throughout university in order to prepare students for the world of work. Objective: To address these issues, we designed, implemented and evaluated GA reflective activities in a UK university. Method: Undergraduate psychology students completed a measure of their self-efficacy in GAs (GASE), then took part in a reflective activity focused on GAs before completing the GASE a second time. Students were asked to provide qualitative feedback on the value of this session. Results: GASE was higher after the activity but this effect was relatively small. A thematic analysis indicated that the activity was valued, but students wanted clearer guidance on the development and application of GAs. Conclusion: The GA activity had a marginal impact on GA self-efficacy , and appeared to raise awareness of GAs and career goals. Further work is needed to support students in identifying opportunities for skill development. Teaching Implications: The reflective activity is a flexible method of embedding work-readiness in the curriculum that can be implemented as a stand-alone workshop or as part of PDP