Entrepreneurship can be understood in various ways, such as creativity, unrepeatability, innovativeness, or intellectual property growth. In this study, the challenge-based learning (CBL) is considered as an educational methods for the student entrepreneurship development. Applied in this paper, research methodology includes the literature survey, as well as a case study concerning students’ predispositions to be entrepreneurs. In this case study, the relationship between the CBL mindset and entrepreneurship abilities has been statistically verified. To better understand the relationships among those variables, a quantitative method based on structural equation modeling (SEM) and generalized structured component analysis (GSCA) was used. An online questionnaire was used to collect opinions from the undergraduate students in University of Economics. The findings present that the CBL method has a positive impact on the entrepreneurship intention and the CBL should be applied at universities for entrepreneurship education. Hence, this research may contribute to the enhancements of university programs of studies, and understanding the necessity for implementation of entrepreneurship policies aligned with university education strategy.