In the past decade successive UK governments have placed a strong emphasis on, and renewed interest in, the role of higher education in skills development. In the light of recent skills policy developments in England and drawing upon the findings of an empirical qualitative study of specific workforce development initiatives and previous research, this paper identifies and analyses key factors that facilitate and/or hinder effective higher education-employer engagement activities. The lessons learned and suggested recommendations will be of interest and value to both higher education institutions and employers in establishing and, more importantly, sustaining, effective workforce development partnerships.