Career readiness has become an expected outcome of earning a college degree, but employers and much of the public believe that graduates lack the skills necessary to be effective in the workplace. However, undergraduates, and especially those involved in cocurricular activities, routinely describe themselves competent in their abilities prior to graduation. Recent college graduates may be able to better describe their soft skill abilities as they have experienced the transition into their careers. This phenomenological study explored the perceptions of recent college graduates who were undergraduate cocurricular leaders regarding their soft skill abilities, the role of soft skills in their workplace, and how their cocurricular experiences related to the development of these soft skills. The seven participants interviewed for this study described soft skills (particularly communication, interpersonal skills, initiative/work ethic, problem-solving, and teamwork) as being highly valuable in their positions. They viewed soft skills as both an indicator of positive job performance and as tools for developing professional capital that would lead to respect from their colleagues and future career advancement. Not only did the participants view themselves as having a well-prepared skill set, but they also believed their abilities to be above average compared to their peers. Further, participants cited their cocurricular involvement as substantial learning experiences that provided meaningful development of these skills, thus serving as a useful means of career preparation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]