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The increasing need for financially literate and entrepreneurially-minded educators has emphasized the importance of integrating entrepreneurship education into science and mathematics teacher training programs. This study investigated the impact of STEM-based entrepreneurship projects on the financial literacy and business start-up skills of pre-service science and mathematics teachers in Northern Nigeria. Adopting a descriptive survey design, the study involved 180 pre-service teachers drawn from three Colleges of Education, using a multi-stage sampling technique. The participants engaged in STEM-based entrepreneurial activities over an eight-week period. Data were collected using validated instruments—the Financial Literacy Assessment Scale (FLAS) and the Business Start-Up Skills Inventory (BSSI)—and analyzed using descriptive statistics (mean and standard deviation) and inferential statistics, including independent samples t-test. The results revealed a high level of financial literacy among participants and significant differences in business start-up skills in favor of those who participated in STEM-based entrepreneurial projects. The findings affirm the effectiveness of experiential, project-based learning in developing entrepreneurial competencies among pre-service teachers. The study concludes that integrating entrepreneurship into STEM education equips future science and mathematics teachers with practical financial and innovation skills vital for self-reliance and national development.