Since 1984, Canada has experienced roughly 150,000 new business start-ups each year. Most of these businesses start small and remain small, yet they have had a significant impact on Canada's economic well-being. Unfortunately, somewhere between 70% and 80% of the new businesses fail to survive beyond 5 years. These statistics underscore the need for entrepreneurial education to promote better planned business start-ups, greater proficiency in start-up skills, effective new-firm management, greater public awareness, and more entrepreneurial ventures. The objectives of entrepreneurial education include: (1) increasing awareness of entrepreneurship as a career choice; (2) improving students' prospects for business survival through a variety of conceptual and applied courses; (3) informing students not interested in entrepreneurship of the nature and importance of entrepreneurship, as well as the risks and difficulties encountered by entrepreneurs; and (4) providing curriculum aimed specifically at developing entrepreneurial behavior in key employees of firms. The issue of where to place entrepreneurial studies in a postsecondary curriculum is a very important one. Though there are sound reasons for placing entrepreneurial courses in business departments, community programming/continuing education departments, or their own semi-autonomous center, the best rule of thumb is to place the courses where there is faculty enthusiasm and commitment. Given that most entrepreneurs lack a business education background, a multi-discipline, multi-track approach is recommended. Entrepreneurial studies should focus on vision, creativity, intuition, awareness, and common sense, using such instructional methods as video and audiotapes, business experts and entrepreneurs as guest speakers, idea generation exercises, and product development projects. (WJT)