An impact assessment of enterprise education was conducted by studying a Swedish policy initiative. Eighty‐three students, 10–16 years old, were followed longitudinally for one semester in three schools deemed to be leaders in enterprise education. An innovative research methodology was used based on app‐based experience sampling, interviews, and a novel definition of enterprise education. Entrepreneurial dimensions in the three schools were rare, with few students developing entrepreneurial competencies. Swedish policy pressure for enterprise education has thus had a weak impact. Implications include novel pedagogical recommendations to enterprise educators and a call for more research employing the applied innovative research methodology.