This study investigates the relationship between formal business education and entrepreneurial intentions among graduates in Uganda. It addresses a critical gap in understanding how higher education curricula translate into entrepreneurial motivation, a key driver for economic development. Employing a quantitative, cross-sectional design, data were collected via a structured questionnaire from a purposively sampled cohort of 412 graduates from selected Ugandan business schools (2010–2024). The sampling frame was constructed using university alumni records, with the extended timeframe justified to capture graduates from multiple curriculum iterations. The survey instrument, developed from established scales, measured perceived entrepreneurial self-efficacy, perceived feasibility, and entrepreneurial intention, correlating these with specific pedagogical exposures. Analytical techniques included descriptive statistics, correlation matrices, and multiple regression analysis. Key findings indicate a statistically significant positive correlation between experiential learning components—such as business plan competitions and incubator access—and heightened entrepreneurial intentions. Conversely, a predominantly theoretical curriculum showed a weaker association. The study concludes that for business education in Uganda to effectively foster entrepreneurship, a deliberate pedagogical shift towards practical, experiential learning is imperative. These findings hold significant implications for higher education policymakers, curriculum developers, and administrators across the African continent, advocating for reforms that align academic training with the practical demands of enterprise creation.