Both the accounting profession and faculty recognise the importance of written communication as a skill business graduates need to master. However, in an already crowded syllabus the problem for educators is how to get time to devote to soft skills such as communication. This study evaluates a program adopted by the accounting discipline of an Australian University aimed at improving the written communication skills of their graduates. The teaching, assessment, evaluation and feedback of written communication were embedded throughout a three year degree program. Specifically one first year, one second year and one final year course formally taught and evaluated the skill using a consistent assessment rubric which contained six criteria applicable to written communication in an accounting environment. The final year assessment of the skill was then compared against three previous years of such assessment before the new program was adopted. The evaluations were across two campuses with different student demographics as regards nationality. Significant improvement was noted at both campuses. The implications are considered important in that they demonstrate soft skills such as communication can be taught and improved upon throughout a degree program if they are integrated and supported appropriately.