While social skills seem to gain importance in the workplace, other skills may become less relevant. The evolution in skill demand and supply affects returns to skills over time. This paper addresses the challenge of estimating returns, which is influenced by biases from unmeasured ability and indirect effects via college, by employing a dynamic model that incorporates cognitive, social, and diligence skills to estimate both direct and indirect returns to skills through education. In Germany, across cohorts, returns to social skills grew by 6 percentage points. Due to routine-task displacement and sorting into routine-intensive occupations, returns to diligence skills dropped by 10 percentage points for low-cognitive individuals.