In today's rapidly changing economy, the responsiveness of entrepreneurship education to local economic realities is crucial for equipping learners with relevant skills for innovation and sustainable development. This study examines the influence of local economic needs on entrepreneurship curriculum design and delivery in the North Central zone of Nigeria. Guided by a survey research design, data were collected from a purposive sample of 300 entrepreneurship educators across secondary and tertiary institutions. To ensure validity and reliability of the instrument, a pilot test was conducted, yielding a Cronbach's Alpha coefficient of 0.720, indicating acceptable internal consistency. Findings reveal that local economic factors such as industry trends, government policies, and resource availability significantly impact curriculum relevance and delivery. However, recurring challenges, including weak institutional-industry linkages, inadequate teaching resources, and insufficient policy alignment, constrain the full integration of economic needs into entrepreneurship education. Despite these challenges, educators perceive entrepreneurship education as a strategic driver for developing context-specific entrepreneurial skills, promoting job creation, and addressing regional economic disparities. This study highlights the urgent need for curriculum reforms, enhanced institutional partnerships, and sustained policy support, while contributing to global debates on aligning education with local economic development priorities.