Literature on STEM education outcome in the tertiary context has pursued the construct of non-cognitive attributes distinctly from that of entrepreneurship skills and pedagogical competencies, notwithstanding the inferred indications that the three can be adapted in an integrated model to enhance positive outcomes. This study established that there is a range of approaches seeking to optimize positive learning outcomes in tertiary level institutions. This paper argues that there is need to incorporate entrepreneurship and pedagogical skills training in the curriculum for STEM educators at the tertiary level institutions. The study has therefore proposed an integrated theoretical model which can be used to generate data sets to address identified gaps.