The dissertation aims to reveal the transformations of entrepreneurial learning into business activities by highlighting the entrepreneurial learning pathways and identifying entrepreneurial learning experiences. This research is based on the qualitative research paradigm using a phenomenographic approach. The dissertation research systematized and distinguished the ways of entrepreneurial learning and highlighted different entrepreneurial learning experiences. The main findings are presented through seven categories of description in the outcome space, describing qualitatively different ways of experiencing entrepreneurial learning. All categories of description transform in three dimensions in a person’s life: cognitive, personal, activity. All these dimensions are related with the learning perspective, work environment and also with everyday life or business activities. Entrepreneurial learning can be approached from one dimension or from the interaction between different dimensions. The complex phenomenon of entrepreneurial learning which integrates learning through self-identification and is understood as autonomous, purposive and active learning, can be seen more as practical knowing than theoretical knowledge in the work, life and education environments. The results showed that entrepreneurial learning is more seen from the entrepreneurial learning perspective, through active and holistic approach to entrepreneurial learning using active methods in order to learn, rather than traditional learning, through theoretical knowledge and theoretical methods. But it is worth to mention that the cooperation and integrity between those two elements – theory and practise – in entrepreneurial learning is necessary and leads to understanding how entrepreneurial learning should be developed.