Accelerated ventures consistently exhibit superior growth metrics by securing more capital, expanding their workforce, and attaining higher valuations. Despite that, there is a limited understanding about how the education and learning programs of accelerators contribute to venture success, and in particular whether they can facilitate startups in navigating inherent paradoxes. In this study, we present new theoretical insights derived from an inductive case study of Y Combinator (YC), the pioneer and largest modern accelerator. Leveraging a comprehensive analysis of archival materials, we identify that entrepreneurial education programs provided by accelerators teach founders to practically navigate conflicting priorities concurrently, an aspect that we termed ‘paradoxical execution.’ Based on our findings, the educational program of an accelerator can reveal specific paradoxes inherent in new venture development and nurture a paradoxical mindset within startups. Our study expands the application of paradox theory beyond large firms to encompass early-stage ventures. This research also contributes to a nuanced understanding of how education can be used to foster a cognitive orientation towards embracing paradoxes, specifically among the founders of a new venture.
