The study explored the domains of graduateness and employability at one polytechnic in Zimbabwe. The focus was on how instructional delivery strategies and assessment tools could embed domains of graduateness and employer expectations. A phenomenological research approach was used in conducting the study. This qualitative research paradigm allowed the research to take place in a natural setting which enabled a holistic picture and use of an inductive mode of inquiry through the researcher’s immersion in the research setting. Human capital, teaching methods and flexible training models, among others, emerged as major strengths in training. However, these key strengths were marred by unprofessional practices and limited resources. In assessment, proficiency schedules, trade testing and use of external assessors emerged as key strengths. Pertaining to the curriculum, it emerged that on paper, curriculum specifications and design for implementation appeared relevant to the production of a graduate exhibiting attributes of graduateness. It however emerged that there was need to revisit the hidden curriculum, as training was dependent on the availability of resources. The study proposes a framework for promoting graduateness and enhancing employability through creation of mutual partnerships to collectively develop a curriculum that is acceptable to institutions and industry. Moreover, graduateness domains should be enshrined in the curriculum. A need for strategic selection of teaching and assessment methods which promote critical thinking, interaction, decision making and retention of information was identified. Major recommendations are that institutions should align themselves with market demands and technological changes to ensure employability. Institutions should also prepare graduates for transition to the world of work, by rendering adequate preparation through teaming up with industry and the use of appropriate teaching methodology.