The purpose of the current phenomenographic study was to examine what kind of conceptions of learning entrepreneurship engineering students expressed in an entrepreneurship course that was integrated into their study program.

The data was collected on an entrepreneurship course organised for 4^th year engineering students in an University of Applied Sciences in Estonia using video recorded group interviews (N=48) immediately after the entrepreneurship course and individually held in-depth interviews (N=16)  a few months after the course.

As a result of the phenomenographic analysis four qualitatively distinctive conceptions of learning entrepreneurship were discerned. Learning entrepreneurship was seen as 1) applying entrepreneurial issues into engineering, 2) developing personal meaning through entrepreneurial issues, 3) acquiring and developing new perspectives, and 4) self-realising through a collective effort. These qualitatively distinct categories differed from each other in six dimensions of variation: goals, barriers and triggers of learning, core processes, motivation, and experienced outcomes.

Identified categories show that entrepreneurial learning within engineering studies can be understood and experienced in qualitatively different ways. The categories resulting from the present study show the shift in conceptions of learning that calls for further research on learning conceptions across different settings of higher education contexts.

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