This research explores the opportunities and challenges for incorporating employability-related support into STEM (Sciences; Technology; Engineering; Mathematics) degree programmes, based in part on recent research (O'Leary, 2016a) outlining that significant variations in employability-related support exist across the STEM disciplines. These issues were highlighted at a recent conference on STEM pedagogy (O'Leary, 2016b) and this paper explores them in more depth. While O'Leary (2016a) finds that Engineering and Sciences are performing relatively well on employability-support matters, in comparison with Social Sciences and Humanities, there is still room for improvement across STEM programmes. The research suggest that students' employability can be enhanced through a combination of the content of the curriculum and the development of key student capabilities and characteristics. To achieve this, it is necessary to address several issues: the development of academic staff, the use of external speakers, the provision of business and management expertise, cross-disciplinary approaches and the integration of professional services into the curriculum. In addition, the most effective gains from a cross-Faculty viewpoint may exist in what may seem unlikely liaisons; for effective employability-related support, the Sciences and Humanities think along the same lines, while Social Sciences & Engineering think along another line. Therefore, improvements to the provision of such support may be better achieved by such non-traditional cross-Faculty partnerships. An approach based on the "3E's" is suggested: Enhanced Learning & Teaching; Employer-engagement; and Embedding into the Curriculum.