<p>This study investigates how entrepreneurial traits enhance self-regulated learning (SRL) in entrepreneurship education. Six entrepreneurial traits were examined: risk-taking, innovativeness, locus of control, need for achievement, self-efficacy, and tolerance of ambiguity. Five SRL variables were grouped into strategies (cognitive and self-regulation) and motivational beliefs (self-efficacy, intrinsic value, and test anxiety). Using a sample of university students in entrepreneurship education in Hungary, the study employs a quantitative approach (<i>n</i> = 254) with correlation and regression analysis. The results of the Pearson’s correlation analysis indicate moderate correlations of SRL variables with entrepreneurial traits, with the exception risk-taking propensity and the use of cognitive strategy, which was not statistically significant. The regression analysis examined how entrepreneurial traits function as predictors for self-regulated learning styles and motivations. General self-efficacy was a predictive trait across all five self-regulated learning variables, although inversely with test anxiety. Additionally, need for achievement is a predictive trait for cognitive strategy use and the intrinsic value motivator. Tolerance of ambiguity was found to be predictive of a self-regulation strategy. Conversely, risk-taking propensity and internal locus of control were found to be inverse predictors of cognitive strategy and test anxiety, respectively. Through the presentation of a predictive model, implications are suggested for practitioners and researchers.</p>