Bennett et al. (2000) refer to the notion of 'core skills' as an 'unfulfilled concept' (p. 48). Thus it is possible that different interpretations and values at the level of actual degree programmes may be hidden within this term. This study enquires into students' tacit notions of skills development within a specific degree programme and at a detailed level of skills description. It finds that students link skills with personal attributes, seeing some skills as arising naturally from personality types or developing naturally as one grows older. Consequently, the concept of skills has yet to be 'fulfilled' within the experience of students. The paper concludes that, if skills are to be 'developed' within higher education, then lecturer and student reflection and dialogue should be at the heart of the implementation of a skills framework, enabling students to 'write this stuff' for themselves.