To transform students into entrepreneurs, entrepreneurship education increasingly advocates experiential learning through real venture creation. While classroom experiences are well-documented, a comprehensive study of interactions between students and entrepreneurship ecosystem actors is essential for enhancing educational programs. Embracing the entrepreneurship ecosystem perspective, widely endorsed by scholars, policymakers, and practitioners, this grounded theory paper addresses the research question: How do students' interactions with EE actors contribute to their development as entrepreneurs? Specifically, it explores the context, nature, and outcomes of these interactions. Conducting inductive qualitative research, we interviewed 44 students engaged in entrepreneurial projects as part of their studies. Results reveal that interactions with EE actors are contingent and subject to prerequisites. Once initiated, these interactions transcend mere business relationships, evolving into informal mentoring that establishes a significant learning space. The study delineates technical learning, interpersonal skill development, acquisition of tacit knowledge related to the entrepreneurial culture, and understanding the implicit rules governing EE operations as distinct learning outcomes for students. These outcomes are pivotal for comprehending the ecosystem in which students aspire to operate and persuading actors to join their entrepreneurial pursuits.
