Technical abilities (also known as hard skills) are just as crucial as soft skills (such as communication, cooperation, teamwork, etc.) in attaining professional success. Therefore it is important to pay much attention to soft skills when developing the curriculum of engineering educations. Many elements can have a direct or indirect impact on students’ soft skills, including course topic, course module (i.e., laboratories, seminars, etc.), the medium of instruction, and learning activities. Many academics have investigated the development of soft skills in a variety of disciplines, including engineering, science, and business. The purpose of this study is to assess the perceived impact of coaching on the development of soft skills in MS and BS engineering students. During four planned sessions over a six-month period, MS students acted as coachers, while BS students received coaching from MS students. After each coaching session, all students were asked to complete a survey to evaluate their perception for how their soft skills had developed. The results of the perceived effects of introducing coaching activities are presented in this article. This article is a first step, in the series of our investigation, in identifying the students’ perceptions about the development of soft skills. According to the survey, the MS engineering students who were the coachers had perceived to improve most of their soft skills. However, in the perception of BS students, their soft skills did not improve as compared to MS students, prompting us to conduct additional research in the future to discover what hampered the growth of BS students’ soft skills as well as how MS students’ soft skills were enhanced.