Within the UK, traditional subject-specific areas are increasingly being complemented by the provision of opportunities to foster students' personal development planning as an aide to support their future employment and lifelong learning. This paper describes an action research project which examined employability skills within a psychology department's curriculum. The first cycle involved conducting a curriculum audit, focus groups and a survey of psychology undergraduates' views on employability. Analysis of the findings suggested a strong focus on development of generic graduate skills, such as communication, IT and working with others, whilst students had difficulty in recognising the applicability of these skills beyond an educational context. Furthermore, examples of explicit career development planning were minimal in both module information documentation and undergraduates' accounts. After a process of evaluation and reflection, the second cycle involved embedding employability skills into the psychology curriculum. The process is described along with discussion on methodological issues and the benefits and challenges of embedding employability in a curriculum. (Contains 3 tables and 1 figure.)