Start-up training and entrepreneurship development programs help start-ups improve their chances of success, allowing them to graduate with more financial stability and a growth plan. Start-up businesses have different needs and many programs are offered to help entrepreneurs learn how to operate and grow their businesses. However, there is a knowledge gap regarding how entrepreneurship development programs help start-up businesses sustain themselves.

The research question of this study is: What topics should be included in start-up training? The study aims to determine which topics should be included in start-up training content using scientific methods. With the correct design of start-up training content, specific and effective knowledge can be transferred to entrepreneurs. The lack of previous research on this topic highlights the importance of this study.

For this study, data was collected through semi-structured interviews with 23 participants from the start-up ecosystem in the Eskişehir region: 11 co-founders, two investors, two technology transfer office specialists, two consultants, and six trainers. The interviews were conducted from June to July of 2025. The average interview duration was 26 minutes. The interview recordings were evaluated using thematic analysis. First, the study examined which topics should be included in start-up training. Then, it examined how these topics should be conveyed to entrepreneurs. The findings reveal that specific topics, such as Minimum Viable Product (MVP), Business Model Canvas (BMC), and Unit Economics, which are not included in traditional entrepreneurship training, should be included in start-up training. According to the thematic analysis, start-up training topics can be grouped as follows: 1) management and strategy, 2) organization and decision-making, 3) fundraising methods, 4) marketing methods and 5) key performance indicators (KPIs).

Due to changes in business methods, a new division of labor has reportedly emerged in start-ups. This new division of labor has led to new positions: Participants emphasized the lack of information regarding the duties, authorities, and responsibilities of positions such as Product Manager (PM) and Chief Technology Officer (CTO). They stated that this information gap must be addressed in the training. Participants stated that qualified "educational institutions" are necessary for successful training and that these institutions must offer "specific entrepreneurship training." Finally, participants emphasized that the training also offered intangible benefits to start-up businesses. These benefits include "relationships" and "business strategy recommendations." While relationships may initially appear to be an intangible benefit, they can later result in financing or other tangible benefits.

Based on the research findings, the start-up training content provided at Anadolu University in Eskisehir is planned to be updated. Anadolu University is well known for providing educational services to over 1 million students through distance learning methods. Additionally, the findings will be shared with KOSGEB, the public institution established to support entrepreneurship in Turkey. The institution is expected to update its start-up training content in line with the research findings. Subsequent research could examine designing specific training content tailored to start-ups' needs based on their sector.

Keywords: Entrepreneurship Education, Start Ups, Content Design, Technology.