Purpose: Students' career choices and programmes of study are perceived to influence student understanding of many courses. Yet, research attention is limited on entrepreneurship education that is a panacea for unemployment. Thus, this paper aims to assess the influence of students' career interests on students' comprehension of the entrepreneurship curriculum from a developing economy perspective. Design/methodology/approach: The study adopts a mixed-method approach and explanatory sequential design is used to collect the data from 575 student studying entrepreneurship course in Ghana. Findings: The results show that there is no statistically significant relationship between students' career interests and students' comprehension levels in concepts taught in the entrepreneurship curriculum but a statistically significant relationship between students' programme of study and students' comprehension levels in concepts taught in the entrepreneurship curriculum in Ghanaian universities. Practical implications: The findings imply that the entrepreneurship course should be taught practically. This can be accomplished by creating a virtual enterprise modelled after a successful enterprise. This will help students understand the concepts being taught. Second, students who study different programmes should be taught using different methods. Lastly, students who study non-business-related programmes should be taught using methods that emphasise the basic ideas to aid students' understanding. Originality/value: This study has made significant contribution by successful adopting the Piaget's cognitive constructivism to the learning of entrepreneurship from a developing country perspective and establish that no statistical relationship exist between students' career interests and students' comprehension levels in entrepreneurship education.