Professional identity and business awareness are seen as key generic skills that graduates need in their professional careers. However, a number of studies demonstrate that such skills are lacking in graduates, with students not always appreciating their importance. Creating curriculum and learning opportunities for such skill development can be challenging in an already crowded curriculum. This article reports a simulated work integrated learning scenario – The Firm – which was integrated into tax tutorials. The findings of the outcomes of the firm case study are reported, including observations about the advantages and disadvantages of the approach. It is argued that with a re-think of tax tutorials, it is possible to provide a learning environment with greater authenticity that can assist to enhance the students’ professional identity, as well as their technical knowledge; although it is not without its challenges. It is with such enhancement, that students will be better placed to commence their careers as tax advisors.