Colleges and universities in the United States have developed and implemented a wide array of opportunities for undergraduate students to learn about innovation and entrepreneurship. Drawing upon an institutional case study, this article examines why one public research university initiated and supported curricular and co-curricular offerings in an effort to engage all students in innovation and entrepreneurship. Four rationales drawn from 31 interviews are presented: perceived labor market demands, student interest, private donations, and competition with other institutions. These rationales are analyzed and connected to conceptual perspectives on the formation and transformation of curricula in higher education.