The Igbo people of SouthEastern Nigeria are immensely gifted with multifold artistic vocations. Francis Aguilar's PEST analysis is an assessment framework for evaluating entrepreneurship. Dyslexia is a learning deficiency allied with complexity in processing words or numbers. In presenting Igbo Traditional Artistic Vocations (ITAV) as entrepreneurship, and dousing the Euro-metric assessment of African children's intelligence, the objective of the current study was to ex-ray its impact on the Early Entrepreneurial Education of Dyslexic Children (EEEDC) in Nigeria. The specific objectives were: (i) to find out the degree to which Igbo traditional artistic vocations can be utilized to boost early entrepreneurial education of dyslexic children, (ii) to ascertain the implications of using PEST analysis to endorse Igbo traditional artistic vocations for the early entrepreneurial education of dyslexic children in Nigeria, and (iii) to find out the learning strategies most obtainable while using Igbo traditional artistic vocations for the early entrepreneurial education of dyslexic children in Nigeria. The joint extracurricular study, involving children from Atani Primary School and Comprehensive Junior Secondary School, Amuvi, both in Arochukwu, Abia State, was phased into; pre-intervention, intervention and post-intervention stages. The population of sampled pupils/students was 40: Primary (n=20), and Secondary (n=20). The intervention showcased: (i) Embroidery and fabric weaving (ikpa akwa), (ii) clay moulding (ikpu ihe), (iii) basketry and mat weaving (ikpa ute na nkata), (iv) make-up and body painting (ite uri), (v) mural painting (ite uri aja), and (vi) tattoo making (igbu ichi) as Igbo traditional art subjects. The baselines for assessment were: (i) (RQ1)-Art and conventional Learning skills, (ii) (RQ2)-PEST analytical contemplations, and (iii) (RQ3)-Learning strategies. The instruments for data collection and analysis were: (i) the ITAV-PEST-EEEDC pre and post-UNICAL PRESS Vol. 1 No. 1, June 2021 2 | P a g e International Journal of ARTS, DESIGN AND ART THEORY IJADAT intervention syllabuses, with data percentage spread sheets, and (ii) the ITAV-PEST-EEEDC intervention syllabus, with data percentage spread sheet. While the syllabuses in each phase provided curricula, the percentage spread sheets were used to record and distribute data. A threefold ratio of results: Low: 0-39%, Average: 40-69% and High: 70-100% was ascribed to each cluster of frequencies. The results showed that Igbo Traditional Artistic Vocations (ITAV) can be utilized to a very high degree to boost entrepreneurial learning among dyslexic children. It was also found out that except the political implications, the rest of the PEST analytical considerations augur well with interactive and cultural kinesthetic strategies in place.