<p>The present study explores entrepreneurial skills development in teacher education through a beneficiary-centric lens, focusing on the perspectives of in-service and pre-service teachers. The study aims to (1) examine how cultural factors, technology integration, and skill development affect educator’s ability to become entrepreneurs; (2) compare the views of pre-service and in-service teachers on these issues; and (3) find out if there are differences between male and female in how they see the development of entrepreneurial skills. A descriptive research method was employed, using a survey design to systematically collect data from 414 pre- and in-service teachers across teacher education colleges in the Bathinda district, Punjab, India. The questionnaire, developed based on a theoretical framework and piloted for reliability (Cronbach’s alpha = 0.85), included 25 items measured on a five-point Likert scale. We used item-wise percentage analysis to quantify the degree of consensus among respondents and t-tests to compare mean differences. The results showed that most teachers agreed on many things. For example, 78.77% said that flexible curriculum designs were good, 81.45% said that experiential learning was good, and 84.39% said that technology was important for building entrepreneurial skills. About 75.30% of those who answered the survey said that cultural and contextual factors, such as societal norms and economic conditions, affect entrepreneurial education. The study contributes to the ongoing discourse on teacher education by addressing a gap in the literature regarding the integration of entrepreneurial skills at the pre-service and in-service levels. It recommends teacher education programs that may incorporate mandatory internships or industry collaborations to provide hands-on experience in entrepreneurial settings.</p>