The purpose of this study was to derive implications for start-up education and effective teaching methods for start-up courses through the operation of social entrepreneurship courses in the university's regular start-up curriculum. In order to develop, operate, and analyze the effectiveness of social entrepreneurship courses, data were collected through self-evaluation surveys and post-class reflection reports, and the collected data was categorized based on the corresponding sample t-test and important events. First, the main research results showed that all factors of innovation, initiative, and risk-taking in entrepreneurship increased after the start-up course class, and innovation and initiative increased statistically significantly. Second, as a result of the survey, it was found that all factors of community consciousness, empathy, and help in prosociality increased after the start-up subject class, and community consciousness and empathy increased statistically significantly. Third, in the post-class reflection report, the positive effects of learners' cooperative participation-oriented practical teaching strategies were the effect of participating in learning activities and results through team activities, raising awareness of start-ups as career options, and difficulties in the start-up idea and development process. This study is meaningful in that it proposed a practical teaching strategy centered on the cooperative participation of learners as an effective educational method for university start-up education. The results of this study are expected to be used as evidence for supporting effective learner-centered teaching methods in university start-up education.