This study focuses on the teachers’ epistemological frames in student learning in EE. Drawing on the three epistemological frames that teachers exhibit during their teaching – 1) delivering knowledge, 2) guiding knowledge construction, and 3) making space for collaborative and iterative knowledge construction (Chakrin & Campbell, 2022) – we explore how teachers’ epistemological frames shape student learning in corporate entrepreneurship and entrepreneurial behaviour in higher education. Our qualitative study focuses on a bachelor’s level course on CE and investigates learning reflections of 12 students coming from six different teams, which all provided a team exercise report of their team exercise, CE movement. We found that different students rely on different frames and they may move between the frames during the CE course suggesting the interplay of the frames. Students do not necessarily accept the frames suggested by the teachers. In addition, institutional frame of university teaching in general and/or administration may guide student learning. The best performing teams were able to escape such institutional frames and used the CE movement, i.e. team exercise of the course, as a space for their collaborative and iterative knowledge construction. Our study contributes to research on EE by introducing teachers’ epistemological framing to student learning in EE. Furthermore, the study contributes to literature on teachers’ epistemological framing as the topic has not been extensively studied in EE which is an interesting context given its experimental nature. Based on the findings of our explorative study we suggest avenues for further research and provide implications for educators and students in EE.