Universities exert generous efforts to take advantage of curriculum to help students succeed in the competitive employment market. However, it remains unclear whether perceived employability (PE), as the crucial indicator of the career success of students, can be improved by the curriculum. In accordance with Job Demands-Resources theory, this study examined the influencing mechanism of curriculum, including course workload and course challenge, on the PE of students. Results from a sample of 880 Chinese graduate students confirm that course workload and course challenge positively affect PE via motivational belief; high-level supervisor-student relationships increase the effect of course challenge, and high-level student-student relationships improve the effect of course workload. The results present valuable guidance to universities on how to improve the PE of students through curriculum to help them succeed in their careers.