The narrative of the "skills gap," or the notion that the United States economy suffers because employers are not able to find job applicants with workplace-ready skills (e.g., American Society for Training and Development 2012), has become an influential rallying cry in higher education funding circles in recent years. It is with these gaps in mind that this paper uses a qualitative case study of STEM-related Wisconsin postsecondary institutions and businesses, based on interviews with employer and educator respondents, to explore the following questions: (1) What skills are most highly valued by employers and college educators?; and (2) According to respondents, what social, organizational, or other contextual factors, if any, influence the value and prevalence of these skills? The findings, which were conceptualized with a field theoretical framework from relational sociology (Bourdieu 1998; Martin 2003), suggest not only that employers value noncognitive competencies like work ethic and communication that students internalize through family, friends, education, and work experiences, but also that many postsecondary educators understand how such cultural currency can influence students' future success in a variety of social spheres. Furthermore, employers and educators often discussed these competencies not as singular, isolated "skills," but as multifaceted and situated "habits of mind," inextricably linked as dispositional practices and states of being.