How can entrepreneurial teams cooperate when students come from very different schools? This article examines the case of the program Matrice, in which fifteen student volunteers from Sciences Po and École 42, whose relationships with entrepreneurship and learning are radically opposed, worked together. The analysis of the students’ apprenticeship contracts at the beginning of the program, of their debriefings at the end, and of the coach’s journal highlights the obstacles and levers of cooperation, as well as the impact of the educational system in terms of activity creation and socio-professional transformation.