Considering the fundamental role of entrepreneurship education in empowering young people and enhancing the skills required by the labor market, examining the current status of such education in vocational schools is of significant importance. The present study aimed to assess the status of entrepreneurship education in technical and vocational high schools in Khuzestan Province, with an emphasis on instructors’ characteristics. This applied research was conducted using a descriptive-survey method. The statistical population consisted of 380 instructors and teachers in technical and vocational schools in Khuzestan Province, of whom 181 participants were selected through simple random sampling based on Cochran’s formula. Data were collected using a researcher-made questionnaire whose validity was confirmed by experts through exploratory factor analysis, while its reliability was verified using Cronbach’s alpha coefficient. Data analysis was performed using SPSS software, descriptive statistics, Pearson correlation coefficient, and exploratory factor analysis. The findings revealed that instructors’ personality traits, professional competencies, and informational capabilities were among the most influential factors in improving the quality of entrepreneurship education. In addition, five major factors were identified, including learners’ psychological empowerment, instructors’ scientific competence, interaction with society and industry, business development skills, and marketing skills. The results also indicated that inadequate instructor competencies, weaknesses in the educational system, and managerial and infrastructural barriers were among the major challenges facing entrepreneurship education. Finally, strengthening instructors’ competencies, revising educational programs, and enhancing the relationship between vocational schools and industry were recommended.