Courses with engineering design projects implement activities including problem identification, brainstorming, Computer Aided Design (CAD), developing and testing prototypes, and documenting and communicating a design in the form of technical reports or presentations. These activities are often placed in the context of engineering student learning outcomes related to technical skills. The entrepreneurial mindset (EM) described as encompassing the 3 C’s—curiosity, connections, and creativity—plays a crucial role in shaping 21st-century enineers according to the Kern Entrepreneurial Engineering Network (KEEN). However, these aspects are rarely intentionally incorporated and measured in engineering courses. The online teaching environment can present additional challenges to the incorporation of EM in engineering design courses due to reduced opportunities for direct student-teacher interaction. Here, we present an online intervention aimed at inculcating and measuring the entrepreneurial mindset in a large sophomore course on Graphics Design in Biomedical Engineering at a large public school using online instruction. A CAD project was introduced with multiple deliverables, two of which focused on the Need, Approach, Benefits, and Competition (NABC) framework analysis and the Value Proposition Canvas for proposed prototypes by students. The analysis of student performance on these interventions is discussed, followed by both qualitative and quantitative assessments of change in entrepreneurial mindset through students’ perceptions using research validated pre- and post-course surveys. This study contributes to the extant entrepreneurial education literature by examining how a project module intervention in an online engineering class enhances participants’ entrepreneurial mindsets.