Entrepreneurial learning has become a concern for schools almost all over the world. This article aims to investigate what characterizes educationin lower and upper secondary schoolsthat claimto be working toahigh orlow degree withentrepreneurial learning and what implications this might have fordifferent teaching methods. The results, measured at the end of the first year of a three-year school im-provement program, showthat schools with a high degree of entrepreneurial learning cooperate more with the local community, read more pedagogical literature and have changed their rhetoric toa higher degree than schools with a low degree of entrepreneurial learning. The results also indicate that teaching methods involving the local community havepositive effects onpupils’ learning.