This paper concerns the inclusion of information literacy and skills training in the undergraduate curriculum. Students were studied to determine their strengths and weaknesses in terms of their information literacy and skills. The methods used to study the students included a number of qualitative techniques applied while students conducted a research project. In general, it was found that students had limited skills in the area of information literacy. Major areas of difficulty include defining the problem, defining where to go for information, developing search strategies, finding material in the library, and developing insights and extrapolating. Based on these findings, recommendations were proposed to help develop information literacy and skills and incorporate their delivery in the university curriculum. The paper argues that incorporation in the curriculum is a necessity for their successful delivery. This is in contrast to treating these areas as a separate subject. In addition, the implications of these changes for faculty, staff, and librarians were defined. The initiative took place at the Nanyang Technological University (NTU) in Singapore and involved the NTU Library and the Division of Information Studies. (Contains 17 references.) (Author/MES)