<![CDATA[Entrepreneurship education in higher education has not always produced an equal level of entrepreneurial readiness among students. An internal pre-survey of 401 students showed that only 43 students (10.7%) were running a business. This study examines the role of entrepreneurial perseverance in strengthening the relationship between entrepreneurship education and entrepreneurial readiness among undergraduate students of the Entrepreneurship Study Program at Universitas Pendidikan Indonesia. A quantitative causal-associative design was applied to a population of 243 active students from the 2022, 2023, and 2024 cohorts. Data were collected from 203 respondents selected through simple random sampling using a five-point Likert questionnaire. Entrepreneurship education was measured by 15 valid items, entrepreneurial readiness by 18 items, and entrepreneurial perseverance by 8 items. The data were analyzed using Hayes' PROCESS Macro Model 1 with 5,000 bootstrap resamples and a 95% confidence interval. The findings show that entrepreneurship education, entrepreneurial readiness, and entrepreneurial perseverance were generally in the high category. The main coefficient of entrepreneurship education at the moderator reference point was not significant, whereas the interaction between entrepreneurship education and entrepreneurial perseverance was positive and significant. Conditional effects increased from 0.3672 at low perseverance to 0.5141 at the mean level and 0.6610 at high perseverance. These results indicate that perseverance operates as an enhancing moderator: entrepreneurship education is more strongly associated with students' readiness when they maintain effort, focus on long-term entrepreneurial goals, and persist when facing obstacles. The study highlights the importance of integrating perseverance development into experiential entrepreneurship learning.]]>
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