Both academic research and the business press have recognized the importance of “soft skills” in business. While there are many definitions of soft skills, they generally include written and oral communication, critical thinking, leadership, teamwork and being aware of and following one’s ethical and moral values. Despite general consensus that these skills are needed, academics, particularly in the more technical areas such as accounting, analytics and finance, have pushed back on teaching them. Numerous reasons are cited for this: faculty lack expertise in teaching soft skills, there isn’t sufficient room in the curriculum, there aren’t appropriate instructional materials, “it’s not our job!” However, some argue that such skills can be taught without pushing out technical content if the instructor is intentional in the way they teach their technical content. Teaching a subject using active and experiential learning and reflection help to develop critical soft skills without sacrificing technical content. At Jesuit universities, we have a pedagogical model, the Ignatian Pedagogical Paradigm (IPP), in which active learning and reflection are key elements. Thus, Jesuit business schools are particularly well-suited to teach soft skills to business students. In this paper we will review the calls for soft skills in business school graduates, identify the relevant academic literature on this issue, and provide specific examples of how the IPP can be used to impart such skills in Jesuit universities.