Becoming a competent IS/IT graduate is not a once-off event because rapid technological changes require that IS/IT graduates continually strive to be up-to-date and relevant. Continuous updating of knowledge, acquiring a diverse set of IS/IT/ICT competencies, and being competent is a problematic task globally, which requires building competencies comprising knowledge, skills, abilities, and values. This study employs Classic Grounded Theory Methodology to identify the main concern of senior IS undergraduates during their learning process, and how they resolve the concern. The students’ main concern emerged as a perceived lack of IS Competency. Maturing competency is a substantive theory which explains how these students attempt to resolve their concern. Three phases of the basic social process of Maturing Competency are student engagement, self-awareness of competency, and self-development. The findings suggest that creating an organic learning environment can be a useful approach to developing more competent IS graduates
