Entrepreneurial learning 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. To succeed, essential elements of the students´ education and the leadership need to change. The leadership must be in a way that motivate students to take care of their studies and of themselves as citizens in the world.

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, 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. 

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