The Higher Education Academy (HEA) Embedding Employability framework lists a broad range of employability skills they have identified as being imperative to graduate success in the workplace, including "knowledge and application, self, social and cultural awareness and reflection and articulation" (HEA, 2015, diagram, n.p.). The final year Undergraduate Ambassador Scheme (UAS) module in the School of Cultures, Languages, and Area Studies, 'Communicating and Teaching Languages', delivers the majority of these skills identified as necessary for graduate employability while combining the acquisition of these with rigorous academic student outputs. While teaching as a career is not for everyone, the module provides an opportunity for final year linguists to apply their knowledge in a real-world context and offers them a testing ground for their own language skills and competencies as well as the chance to position themselves as adults in a work environment. In local inner city and county schools, they learn about the complexities of professional relationships, curriculum constraints, political agendas, and homeschool relationships while constructing and evaluating lesson plans for a range of learning needs. Supported by seminars delivered by an educationalist, the experience of the students-as-teachers can be seen to follow the same plan-act-observe-reflect cycle as is commonly used in teacher action research (Elliott, 1985; Schön, 1987). As with professional teacher action research, students are required to demonstrate "a willingness to learn about their own classrooms and a desire to develop themselves professionally" (Nixon, 1981, p. 9). This article outlines the composition of the UAS programme, its challenges, and the opportunity it provides for final year linguists to develop a range of professional competencies for their future careers. [For the complete volume, "Professional Competencies in Language Learning and Teaching," see ED595297.]