Just as it takes a village to raise a child, it takes a learning community, working in partnership, to prepare skilled graduates. An effective partnership between learning advisers, information literacy librarians and subject lecturers is needed to embed tertiary academic skills into discipline-specific curricula. This allows each partner to act as a conduit to areas of expertise held by the others and, in turn, helps consolidate and contextualise the students’ acquisition of tertiary academic skills. This is consistent with the view that a collaborative rather than an ‘add-on’ teaching approach is needed (Huijser, Kimmins & Galligan, 2008; Gunn, Hearne & Sibthorpe, 2011). The effectiveness of this approach was put to the test through an action research project. After developing and trailing it over several teaching periods, a formal evaluation was conducted over a single trimester period and involved learning advisers, lecturers and students from two core advanced environmental health courses at Griffith University, Queensland. We applied the model of best practice developed by McWilliams & Allan (2014) to embed academic literacy skills alongside disciplinelearning. The study’s overall aim was to explore the team-teaching of academic skills by the learningadviser and course lecturer in a face-to- face teaching mode. Specific research objectives were: toinvestigate how this approach affected student learning of specific skills; to explore student experiences of this approach; and to examine staff reflections on specific strategies employed and their effectiveness. The embedding process started with the learning adviser and course lecturer jointly analysing a major assignment task and devising scaffolded interventions. These skills-focused interventions were delivered to students via a team-teaching approach, with the learning adviser leading and soliciting input from the lecturer in real time. The video capture of these team-taught sessions allowed the lecturer to later reinforce these skills with individual students at critical learning moments.Student feedback was elicited through a survey and group interviews. Students’ self-evaluation of theiracademic skills, before and after the trimester, was assessed using Likert scales for 10 specific areas of literacy (planning; researching; creating a sanity table; writing paragraphs; writing critical statements; feeling in control of writing; asking targeted questions; polishing; evaluation of peer writing and constructing a concept map). Results were analysed using the Wilcoxon signed-rank test (SPSS version24). Qualitative data from open-ended questions were transcribed, coded and analysed using thematic analysis using NVIVO 11. Staff reflections on the refinement of the process and the emergent themes from both the empirical data and published literature were explored through recorded pedagogical discussions. The team-teaching, collaborative approach was highly valued by both students and staff. Significant improvements were found in students’ self-assessed skills in all 10 areas (all P values <0.03). Other positive outcomes reported by students included: clarification of assessment tasks; practice and acquisition of discipline-specific academic skills; skill reinforcement and differentiation through“scaffolding” and tailored feedback; dedicated ‘in-class’ time; and relationship building in an atmosphere which “normalised” ongoing academic skills development. Staff found that collaborative reflection enhanced their confidence, teaching effectiveness and sense of value.