Skill mismatch among graduates has emerged as a significant issue in higher education and the job market, with many students finding it difficult to align with industry standards despite having formal credentials. This research explores skill mismatch from the students' viewpoint by evaluating how curriculum relevance, hands-on experience, and institutional backing affect perceived skill gaps and confidence in employability. A quantitative research approach was utilized, gathering primary data from 375 undergraduate and postgraduate students through a structured questionnaire. Statistical methods such as chi-square, t-test, ANOVA, correlation, and regression analysis were used to fulfill the research goals. The results indicate that demographic factors like course level are significantly linked to perceived skill mismatch, whereas gender does not show a significant connection. The t-test findings reveal that students with internship experience report notably lower levels of skill mismatch compared to those without, underscoring the value of experiential learning (David Kolb, 1984). ANOVA results further highlight significant variations in skill mismatch across different fields of study. Correlation analysis shows that curriculum relevance, practical exposure, and institutional support are negatively correlated with skill mismatch, suggesting that better academic alignment and institutional efforts can lessen perceived gaps (Allen & van der Velden, 2001; Suleman, 2017). Regression analysis indicates that skill mismatch has a significant and negative impact on employability confidence, aligning with the Employability Theory by Fugate et al. (2004). The study concludes that enhancing collaboration between industry and academia, increasing internship opportunities, and revising curricula can mitigate skill mismatch and boost graduate employability. The findings offer valuable insights for educational institutions, policymakers, and students aiming to close the gap between education and labor market demands.