Against the backdrop of innovation-driven development, university entrepreneurship education has become an important approach to cultivating college students’ innovative mindset and entrepreneurial competency. Taking Shihezi University, Xinjiang University, Xinjiang Normal University, Xinjiang Agricultural University, and Tarim University as the research sites, this study constructs a structural equation model (SEM) of “curriculum design–entrepreneurial competency–entrepreneurship education outcomes” based on 467 valid responses, and further introduces entrepreneurial practice as a moderating variable to examine moderation effects. The results indicate that: (1) curriculum design exerts a significant positive effect on both entrepreneurial competency and entrepreneurship education outcomes; (2) entrepreneurial competency plays a significant mediating role in the relationship between curriculum design and entrepreneurship education outcomes; and (3) entrepreneurial practice significantly and positively moderates the relationship between curriculum design and entrepreneurial competency, such that a higher level of practice strengthens the facilitating effect of curriculum-based instruction on competency development. These findings elucidate the internal mechanism of entrepreneurship education and provide empirical evidence and practical implications for improving curriculum systems and optimizing practice platforms in universities located in border regions.