The significance of key qualifications (KQ) is now beyond question at German universities. Offers for interdisciplinary skills acquisition are in high demand from the start of studies to the threshold of the job market. Universities are taking various approaches to provide and institutionalize KQ education. This volume provides an overview of this heterogeneous field for the first time: it presents the methodological approach and results of an empirical study on providers, topics, and organizational forms in KQ education and reflects on these from a professionalization theory perspective.