This study sought to provide an examination of the instructional design strategies used in an entrepreneurship clinic (EC) and determine their influence on the post-graduation outcomes of its alumni. The conceptual lens for the study comprised Merrill's (2002) first principles of instruction and Lent et al.'s (1994) social cognitive career theory (SCCT). Merrill's first principles provided a standardized set of instructional principles to examine the instructional strategies used within clinic and the SCCT examined the influence of these strategies on building the necessary competencies for participants to pursue entrepreneurship after graduation. The case for this study was the EC organized by the Kwame Nkrumah University of Science and Technology (KNUST). This case is bounded geographically on the KNUST campus in Ghana. This case is situated contextually in the larger issue of graduate unemployment and how entrepreneurship education and training can be used to address it. Data sources for the study were interviews and documents (Patton, 2015). The data was analyzed a priori through the lenses of Merrill's (2002) first principles of instruction and Lent et al.'s (1994) SCCT constructs--self-efficacy beliefs, outcome expectations, and personal goals. Also, the data was analyzed inductively to discover emergent patterns, categories, and themes to arrive at the findings (Patton, 2015). There were three key takeaways from the study. The first is the importance of an entrepreneurship ecosystem to fill the gaps in entrepreneurship knowledge. The second is the temporal nature of entrepreneurship education and the importance of life-long learning. The third is the personality of the participant is important in pursuing entrepreneurship. The study has implication for scholarship in that it extends research by identifying the possibility of building self-efficacy through observation of role-models or mentors. An implication for practice is to provide a more meaningful learning experience to clinic attendants by designing the orientation seminar using Merrill's first principles or another well-established instructional design model. An implication for policy would be to explore how educational and training institutions can help students develop lifelong learning attitudes as they attend school. A final implication for policy would be the need for the provision of social and economic support for new entrepreneurs and the removal of bureaucratic and political barriers that limit access to existing social and economic supports for new entrepreneurs. The following recommendations were made for future studies: (a) interview EC attendants who have experienced all five stages of the clinic to gain a more comprehensive evaluation of the clinic, (b) explore if self-efficacy can be generated afar from the observance of mentors, role models, etc., (c) explore the association between teaching practices and the development of lifelong learning attitudes and dispositions, and (d) apply a mixed methods approach to the study that will allow a survey of a larger participant pool to gain a more representative evaluation of the EC before in-depth interviews are conducted to gain insights into the survey results. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]