Although criticized from a scientific perspective, the belief in entrepreneurial education as a transformation practice seems to be growing strong rapidly. Among a variety of critical studies, we find Nylund and Rosvall (2011) who argue that the wordings characteristic of entrepreneurial learning are no more than empty words, difficult to relate to specific knowledge (academic or content area matters), and supposedly difficult to operationalize in specific teaching situations. Among critical studies we also find Holmgren and From (2005) who stress that the benefits of entrepreneurial education lack empirical foundation.