Entrepreneurial education is a rapidly growing field attracting interest from a variety of both early schools and disciplines at universities. The challenge of supporting the entrepreneurial learning is argument by the fact that many students are not motivated in learning things at school. Over the past half a century too many students all over the Europe have dropped out from high school. International Policy documents on entrepreneurial education argue that students’ enterprises can increase students’ motivation for school in general, and particularly among those who lack motivation in more traditional subjects. The purpose of my study was to identify and understand the consequences to students after they had finished their studies in upper secondary school. These students had been educated in an entrepreneurial way by teachers who had been supervisors instead of traditional teachers. The teachers had been enthusiastic, creative, passionate and motivated persons who allowed the students to achieve own solutions to their challenging tasks, both in the class-room and at each host company. In an addition to classroom-based entrepreneurial learning the school had prepared the students to entrepreneurship. Students had learnt principles of entrepreneurship by participating in projects over time at their host companies. Methods/methodology: In this study I used phenomenography because that research tradition has focus on the individual´s different perceptions. Phenomenography differs in perceptions of what as a phenomenon and perceptions of how as a process. It describes others individual´s actual perceptions of something in their life which is constituted as content. The interview is open and the interviewers themselves have to determine the limit, handrail and define the content. The results fall out in categories. Conclusions: The potential of entrepreneurial learning is that students have access to authentic, which is real, tasks to motivate them, that they take real responsibility for their assignments and are not afraid of thinking unconventionally without taking too many chances. The task must challenge all students to develop responsibility for their work. At the same time students must learn to use the skills of others where their own are not sufficient. There are several different forms of learning but the most committed individuals to think and act both autonomous and be able to interact with others is the entrepreneurial learning shape and it is new since 2011. This is what teachers have to be competent in, in order to get entrepreneurial students in every school subjects.

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