Entrepreneurship education (EE) has gained increasing recognition for fostering critical non-cognitive skills such as resilience, self-efficacy, and problem-solving, equipping students for both academic and career success. While research on EE has predominantly focused on postsecondary outcomes, limited attention has been given to the motivations driving high school students to enroll in these programs. This study explores the factors influencing urban public high school students in the United States to participate in non-mandatory EE programs, with a particular focus on the personal motivation, family influence, and school culture of Chinese Americans and other Asian-American students.Using a qualitative phenomenological approach, this research employs semi-structured interviews with ten students (aged 15–18) who were enrolled in EE programs in urban public high schools and their parents. The study is the first to integrate Self-Determination Theory (SDT), Social Cognitive Theory (SCT), and Expectancy-Value Theory (EVT) to examine how intrinsic and extrinsic factors interact in shaping students’ choices. Thematic analysis was used to identify key patterns in student motivations and parental expectations, offering a holistic view of the decision-making process. Findings from this study will contribute to the growing body of literature on entrepreneurship education in secondary schools, offering practical insights for educators and policymakers to design more inclusive and effective EE programs.