Purpose: This study aims at addressing the impact of entrepreneurial education (EE) by highlighting career choice intentions (CCI) and entrepreneurial mindset (EM) as impact indicators, as well as unpacking the drivers and mediators in the formation of CCI among college students underpinned by social cognitive career theory (SCCT). Design/methodology/approach: The hypotheses were tested on a survey sample of 1,198 students from 15 higher education institutions in China. Multinomial logistic regression was used to compare the different effects of EE on CCI, which is a categorical variable with four types of options. Findings: The results confirmed the effects of EE on entrepreneurial self-efficacy (ESE), entrepreneurial outcome expectations (EOE) and EM, as well as the heterogeneity of antecedent connections with students preferring one career choice to the others. The results also revealed the mediating role of ESE and EOE in the model. Research limitations/implications: The study implies that ESE and EM should be integrated into EE learning outcomes and educators should focus on multiple career choice intentions rather than just entrepreneurial intention for college students' sustainable development. Originality/value: The research contributes to the literature by verifying CCI and EM as impact indicators of EE, to a nuanced understanding of the educational development of various options of career paths by comparing different career intentions in a mediating model and to the expansion of SCCT by integrating diverse factors in a coherent model within the context of higher education in China.