IIn this paper we criticize the common sense notion of the relationship between potentiality and the discourse of learning. Usually education is understood as an instrument to “help students fulfill their potentials.” Viewing students as pure potentialities in need of actualization through self-initiated entrepreneurialism is part of the underlying logic of the discourse of the learning society. We will undermine this neoliberal logic that links learning with self-fulfillment and individual freedom. For Agamben, it is precisely the demand to maximize educational outputs (and thus actualize latent potentialities in a quantifiable, economically identifiable form) that impinges upon the experience of freedom. Opposed to the privileging of actualization over the experience of potentiality, Agamben urges to reassess the educative role of impotentiality and the sense of freedom to be or not to be this or that subject. We examine the links between impotentiality and study as an alternative to life-long learning. We suggest that if education is to be reunited with the project of freedom, space must be made for the gesture of study not as an act of learning specific content to perform on a test but rather as an experience of the ability to learn detached from specific, predetermined ends.