Despite its strong fundamentals, oil-rich Nigeria has been hobbled by inadequate power supply, lack of infrastructure, delays in the passage of legislative reforms, an inefficient property registration system, restrictive trade policies, an inconsistent regulatory environment, a slow and ineffective judicial system, unreliable dispute resolution mechanisms, insecurity, and pervasive corruption. Against the above background, therefore study is poised to investigate business education students skills acquisition for self-reliant in prevailing recessed economic system. The design adopted for the study was a descriptive survey research design. The study was carried out in Rivers State of Nigeria. The population of the study consists of 95 respondents, that is; 41 male and 54 female Business Education students drawn from Rivers State University, Port Harcourt. The entire population of 95 respondents was used for the study as the number was small and manageable. The researcher used a self-structured research instrument for data collection. The research instrument is titled “Business Education Students Skills Acquisition for Self-Reliant in Prevailing Recessed Economic System in Rivers State” (BESSASR). Three experts validated the instrument that was used for the study. To establish reliability of the instrument, the Cronbach Alpha was used to establish level of reliability and the computation yielded a result of 0.86 reliability coefficient. Any item with the mean of 2.50 and above was considered as “Required” while any item with a mean value below 2.50 was considered as “Not Required”. The data collected for research questions were analyzed using frequency counts, mean, and standard deviation, whereas z-test statistic was used to test the three null hypotheses at 0.05 level of significance. It was revealed that business education students need critical thinking, creative and innovative as well as technology skills to be self-reliant in a recessed economy. It was further recommended among other issues that tertiary institutions offering business education programmes should ensure that facilities such as smart board, personal computers, instructional facilities and equipment are available, adequate and functional for effective teaching in the programmes, and that obsolete and dilapidate facilities in tertiary institutions should be upgraded or replaced. This will in no little way assist business education students to effectively utilize these facilities so as to improve their skills and competencies to face the world of work in recessed economy.