International students, as a special group of immigrants, play an important role in entrepreneurial activities worldwide. Davey et al. (2011), found that international students from developing and emerging economies are more likely to be entrepreneurs than native industrialized European students. Indeed, 44 per cent of Silicon Valley start-ups have an immigrant founder, and most of them have American university degrees (Huet, 2016). The benefits are not limited to the host country as returning international stu-dents with a high attitudinal level of entrepreneurship benefit the economy of their motherland (Acs, 2006; Beugelsdijk and Noorderhaven, 2004). According to the Centre for China and Globalization (2018) report, in excess of 70 per cent of Chinese students returned to China, after an overseas graduation, for family reasons. More specifically in 2014, nearly 12.3 per cent of returned Chinese students chose to become entrepreneurs (Centre for China and Globalization, 2015). A problem that faces the Chinese government is how to provide enough and suitable job opportuni-ties for those students when they return from abroad. This chapter seeks to explain the entrepreneurial intentions (EI) of Chinese students studying in Ireland, in order to recommend self-employment as a career option for the returning Chinese students. The Chinese student population in Ireland is vibrant, with 2700 Chinese students studying at third level and another 2400 Chinese students studying the English language (Coonan, 2015). With Brexit underway, O’Brien (2017) believes that this will spark a surge in Chinese applicants for Irish universities, as Malta and Ireland will be the only English-speaking countries in the European Union (EU).