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Current structures of STEM graduate programs raise questions about addressing graduates’ interest in multiple career paths, and how programs prepare graduates for positions increasingly available in varied occupations. This problem is addressed through an innovative doctoral program in engineering, Pathways to Entrepreneurship (PAtENT), which works to develop a scalable alternative student-centered framework. This research explores how this program responds to calls for graduate STEM education to address changes in science and engineering, the nature of the workforce, career goals, and how program components build an entrepreneurial mindset. A mixed-methods design includes a curriculum analysis showing alignment of program components to recommendations for Ph.D. STEM programs from the National Academy of Sciences, Engineering, and Medicine. Direct measures include surveys and interviews developed for current doctoral students and faculty to describe students’ and faculty perspectives about program components, particularly entrepreneurship and the patent process. The curriculum analysis shows strong alignment of the PAtENT program components and activities to the ten elements of the National Academies’ recommendations. A survey of graduate students in engineering, computing, and business show strong measures in engineering and entrepreneurial self-efficacy. Interviews of program participants and faculty demonstrate strong interest in patents and developing entrepreneurship. This innovative program in engineering focusing on obtaining a patent as a capstone shows potential to reform doctoral studies, so candidates are prepared not only for academic careers but a range of industry and government work environments. This work will lead to development of a model for other graduate STEM programs.