This study examined the readiness for the adoption of Early Entrepreneurship Education (EEE) in Nigeria as a strategic pathway for reducing unemployment and poverty among the youths. A quantitative survey design was employed, gathering data from 384 respondents comprising primary-school teachers, head teachers, and education administrators across Nigeria’s six geopolitical zones. Data were analyzed using descriptive statistics, correlation, regression, and factor analysis to determine institutional readiness, perception levels, and the influence of socio-economic variables on adoption. Findings revealed a moderate level of readiness, with generally positive educator perception toward EEE but hindered by weak curriculum integration, inadequate teacher preparation, and limited infrastructure. Significant relationships were observed between teacher capacity, policy support, and community involvement in predicting readiness. The study recommends that the Universal Basic Education (UBE) curriculum be redesigned to include practical entrepreneurship modules from lower-basic levels; continuous professional development programs should be organized for teachers; and targeted funding mechanisms be introduced to strengthen institutional support. Collaboration among government agencies, private-sector partners, and local communities is vital for sustainability. Overall, early entrepreneurship education is presented as a sustainable framework for national development, employment generation, and poverty alleviation.