In today's workforce, soft skills such as communication and adaptability are increasingly critical for career success, yet many graduates lack these competencies. As online learning continues to expand, questions arise about its effectiveness in cultivating essential workplace skills. This mixed-methods case study examines how synchronous and asynchronous distance learning modalities support the development of soft skills, focusing on communication and adaptability. Drawing on data from two online courses, an asynchronous professional development course (n = 24 pre, n = 19 post) and a synchronous construction leadership course (n = 2), the study utilizes surveys, reflections, and assignments to assess student growth. Quantitative data analysis reveals moderate initial confidence in soft skills, with room for growth, particularly in self-reflection and time management. Thematic analysis of qualitative data highlights the importance of structured reflection, real-world application, and feedback. Findings underscore the need for intentional instructional strategies, including guided self-assessment and practical communication activities, to bridge the gap between virtual learning and workforce readiness. Implications for faculty, instructional designers, and institutions are discussed, along with recommendations for future research.