Specific legal research, such as the First Report on Legal Education and Training (ACLEC, 1996), highlights the erosion of a distinction between the 'academic' and 'vocational' stages oflegal education and asserts that legal education should be a liberal discipline which prepares students for a variety of different high-level careers. Analogous to this idea, the key aims ofthe review were, firstly, to ensure that general transferable skills, such as communication skills, problem-solving skills and information technology skills, were explicitly integrated into the teaching and learning of particular core subjects; and secondly, to encourage students to become more independent and autonomous as learners. The intention was that this should enable students to present their ideas more effectively, at the same time as giving staff more time to focus on research interests. This chapter explores how these skills were initially integrated into the first-year law degree and how the themes and objectives were developed and refined over time.