Despite the many studies on entrepreneurship education programs to date, their findings have mainly reported on the changes in attitudes and intentions toward entrepreneurship without answering the questions of what precisely caused these changes. Little has been written and elaborated on the specific effects of entrepreneurship education components. This study integrates Johannisson’s four components of entrepreneurship education into Azjen’s Theory of Planned Behavior model. The model was conveniently tested among undergraduate students in higher education institutions in Oman through an online survey. The results show that the best-fit structural model supports the notion that the systematic entrepreneurship education components are interrelated, and they in fact drive the three antecedent variables of the TPB and entrepreneurial intentions. In addition, the findings also support the assertion that students’ entrepreneurship education (i.e., know-what) solely influences their entrepreneurial intentions. Practical implications of the findings and suggestions for future research are also discussed.
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