Industry and accreditation bodies around the world require graduates to be able to demonstrate specific graduate attributes. Universities in this 21st century have responded to that call by embedding graduate attributes into their curricula. However, how can individual academics ensure that they are incorporating and assessing graduate attributes in their respective modules, which form part of the overall curriculum? This research question necessitates reflection as many academics are struggling to come to terms with what many of these graduate attributes really mean or entail. Moreover, a dearth of research publications exists on trying to define and explain these graduate attributes. The purpose of this article is to determine to what extent have the 10 graduate attributes, adopted by the Central University of Technology been embedded into the curriculum of the National Diploma in Electrical Engineering. A qualitative case study was used and data was collected using documentary review. All 36 study guides of the Electrical Engineering qualification were analysed. Results of this study show that 9 out of 10 graduate attributes are spread across the entire curriculum. The four most dominate graduate attributes were found to be Innovation and Problem Solving; Technical and Conceptual Competence; Numeracy, and Technological Literacy. Certain graduate attributes are clearly discerned in the learning outcomes while others are hidden in different teaching and learning activities. A key recommendation of this study is for academics to structure their learning outcomes in a way that addresses the incorporation and assessment of key graduate attributes required.