In recent years, employers have expressed concerns that Science, Technology, Engineering, and Mathematics (STEM) graduates, though proficient in their academic disciplines, lack the critical skills necessary for success in the workplace (Karimi & Pina, 2021). Additionally, many non-STEM majors do not develop the basic STEM competencies that could help them succeed in the workplace (Jang, 2016). Regarding soft skill development, a significant gap exists between what many employers want and expect of soon-to-be college graduates and what most college curricula offer (Rhew et al., 2019). To address these needs, the researchers developed an interdisciplinary, project-based experience known as the Environmental Project Management Academy (EPMA) that targeted sophomore and junior undergraduates pursuing either STEM or business majors. This paper outlines the curricular architecture, assessment methodologies, and institutional transferability associated with the 14-week, semester-long EPMA program.