Social media education encompasses the study and application of social media platforms and technologies. It also examines their broader societal impact. Social media pedagogy refers specifically to the teaching methods and instructional strategies used to deliver social media education. As an emerging discipline area within the Higher Education sector there is a scarcity of research devoted to its delivery, particularly within Australia. Underpinned by Human Capital Theory (HCT), our study addresses this gap by examining the perceptions of 100 university graduates who studied social media at an Australian regional university. The research identifies strengths and weaknesses in the design of social media curriculum to better prepare graduates for the workplace. Semi-structured interviews were conducted using live, multi-streaming social media videos. The interviews were recorded and broadcasted in real-time across Facebook, LinkedIn and Twitter. Interview transcripts were analysed using Grounded Theory. Graduates identified time-management and teamwork skills learned through university group assessments as the most beneficial curricula approaches to their current roles. Digital advertising skills and networking were prominent themes in skills and knowledge graduates wished they had learned as part of their degree. Additionally, graduates highlighted the importance of gaining practical industry experience, through work-integrated learning opportunities, such as internships and industry projects, while at university to allow for a smoother transition to the workplace. This study provides valuable insights for scholars and practitioners into the perceptions of university social media graduates, highlighting the skills deemed essential to excel in digital and professions more widely.