This study examined the differential impact of experiential entrepreneurial learning method on entrepreneurial intentions of students compared to the traditional entrepreneurial teaching method of the course "Entrepreneurship and Small Business Management '' at Wollo University. The research design appropriated for the research was a quasi-experimental nonequivalent comparison-group design. Data for the study drawn from 202 undergraduate students of Wollo University. To collect the data, the improved and extended version of Entrepreneurial Intention Questionnaire (EIQ) and generic learning outcome measuring open-ended items employed. The data collection processes were conducting between February 2019 and June 15/2019. While measuring the impact of each course teaching learning method on entrepreneurial intention and its antecedents, test-retest difference two-sample t-test, ANCOVA, multiple response chi-square analyses, logistic regression, and path analysis of SEM used. The findings of the study showed that both the newly designed experiential entrepreneurial learning and traditional entrepreneurial teaching methods had significantly improved entrepreneurial intention and its antecedents of the study participants. On the other hand, the entrepreneurial intention of students learned entrepreneurship by the experiential method was significant higher than the control group. The intention model (i.e., TPB) was valid for representing the entrepreneurial intention development of students. Entrepreneurial self-concept has significantly mediated the relationship between EI and EIIC and its antecedents. The association among the type of entrepreneurial teaching-learning method, the perceived job creation responsibility attribution development, and course benefit evaluation (reporting of cognitive, affective, and skill-related entrepreneurial learning outcomes) of participants’ responses were statistically significant. In light of the findings recommendation, implications, and future directions forwarded.