The study determined the pedagogical competencies required of Business Educators for effective teaching of Entrepreneurship Education in tertiary institutions in Cross River State. Three specific purposes, research questions and hypotheses guided the study. The design for the study was descriptive survey research design. The population of the study comprised eighty-nine (89) Business Educators (53 male and 36 female) teaching entrepreneurship education in four (4) tertiary institutions in Cross River State offering Business Education courses. The entire population was used therefore, no sample size. The instrument for data collection was a researcher's self-designed 4-point rating scale questionnaire titled: Questionnaire on Pedagogical Competencies for Teaching Entrepreneurship Education (QOPCEE). The instrument was validated by three (3) validates tested for reliability using Cronbach Alpha coefficient. The overall reliability result obtained was 0.84. Mean and standard deviation were used to answer the research questions, while t-test was used to test the hypotheses. Findings revealed that the respondents strongly agreed that instructional strategies; measurements and evaluation competencies and classroom management competencies are required of Business Educators for effective teaching of Entrepreneurship Education in tertiary institutions. Teaching experience had no significant difference on instructional strategies and measurements and evaluation competencies, and gender has no significant difference in classroom management competencies. It was recommended, among other things, that Business Educators should effectively select and utilize appropriate instructional strategies suitable for individual learners in Entrepreneurship Education courses.