Whereas much research has focused on the predictors of entrepreneurial behavior during adulthood, we know little about how preadulthood experiences influence entrepreneurial behavior later in life. Grounded in imprinting theory, this study examines whether introducing economics classes in school enhances students’ entrepreneurial behavior in adulthood. Using a difference-in-differences approach exploiting curriculum reforms in Germany, we find that participating in economics classes increases students’ later entrepreneurial activities by four percentage points. We also investigate the underlying mechanism and find that the impact on entrepreneurial behavior is driven by individual-centered rather than market-centered economics curricula.
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