Academic or study skills are often associated with widening participation, inclusion, and agendas for internationalisation of higher education institutions and have historically been delivered using generic, bolt-on models, often for students considered more ‘at risk’. Much of the focus has been on assessment as the outcome or end product of learning, and on writing as the main mode used in assessing student learning. However, academic skills are, in fact, a complex range of practices, literacies, attributes, etc., arising out of and shaped by their context, including the discipline, stage of study, and institutional culture, as well as more student-centred, holistic, and affective dimensions. As such, they are best taught embedded in the curriculum, using interactive, applied approaches, rather than as abstract preparation for study. Moreover, what we think of as academic skills are also a form of privileged cultural capital, disadvantaging students who do not share that specific background (which is often middle class, white and Western). Academic skills teaching is, therefore, an intrinsic part of inclusive practice, not just for social mobility, but also for social justice, challenging the norms and values that teachers pass on. This chapter offers approaches and principles to underpin academic skills teaching in different ways.