There is widespread consensus that traditional instructional pedagogical methods are not sufficient to adequately prepare and educate entrepreneurship students. The growing need to consider alternative pedagogical perspectives in terms of how we engage with and study entrepreneurship from diverse perspectives is essential if the field is to develop, by challenging current boundaries established as a result of dominant functionalist paradigms. The above viewpoint is not simply a question of thinking about a new pedagogical technique but rather involves re-conceptualizing how entrepreneurial educators/students are co-constructors of the learning experience. The paper seeks to respond to calls for entrepreneurial education methods which utilize experiential learning to draw recognition on how we engage with and make sense of everyday practices. It does this by exploring the use of practice theory to develop more insight into how, through pedagogical means, one can create the opportunity for a student to engage in meaningful learning.