It is readily recognised that "study and residence abroad are significant contexts for second language learning and development" (Mitchell, Tracy-Ventura, & McManus, 2015, p. 1), but the Year Abroad (YA) also provides Modern Foreign Language (MFL) students with a unique opportunity to develop personal and professional skills. YA students go through what is often termed a "transformative experience" (British Academy/UCML, 2012). However, the problem of skills self-recognition and articulation remains. Without strong support structures students struggle to understand these skills and how to talk about them. This case study explores the creation of an employability-focussed support structure for MFL undergraduate students centred on preparing for, getting the most out of, and articulating the "soft skills" learnt from the YA. The study presents evidence from three core activities: (1) interviews with YA returners, now final-year students; (2) support through tailored employability modules; and (3) the launch of an interactive online resource for students who are on their YA. A short list of references and links is included. [For the complete volume, "Employability for Languages: A Handbook," see ED566902.]