Based on exploratory interviews with students and alumni, our study investigates the case of a pioneering French initial-training degree program in entrepreneurship. The approach aims to understand how best to support student action in an entrepreneurial training program based on action learning. After exploring the notion of action and clarifying the links between acting and competent acting, we identify three main pedagogical issues. First, learner autonomy is considered through the balance that must be found between individual freedom and constraints pertaining to the educational framework. Second, the successful embrace by students of the underlying logic of experiential learning is addressed by generating the right blend between experience and reflexivity. Third, emphasis is placed on the creation and maintenance of a collective dynamic capable of nurturing not only the learning process but also the students’ action.