The purpose of this study was to study is to understand whether the unique experiential learning programs at two innovative high schools might be highly effective models for increasing the Entrepreneurial Intention and skills of their students. The study was placed in the theoretical framework of the Theory of Planned Behavior based on Ajzen. The literature review focused on Experiential Learning Theory, Constructivist Theory, Kolb's Experiential Learning Theory and an overall look at the state of Entrepreneurial Education. Two research question guided the data collection and analysis: How does IowaBig and BVCAP as community, industry and experiencebased secondary programs impact students' perception of, attitudes towards, and competencies of entrepreneurship, as perceived by administrators, teachers, students, and community-and industrybased partners? What do students, administrators, teachers, and community-and industry-based partners consider to be the value of these activities and learning for students? A multi-case study involving teachers, students and industry partners was used to find answers to these questions. By allowing students to articulate and follow their passions teachers can unlock creativity and put learning in context leading to more highly motivated, successful students. The study found; Authentic, real world projects drive students to practice project management, leadership, collaboration and business processes, all essential skills for entrepreneurs, In an environment where it is safe to fail, students learn to use iterative thinking and problem solving to deal with ambiguous problems and situations, and due to the structure of the programs, the project work, and the leadership experiences students develop a level of confidence surpassing their traditionally taught peers. The findings of this study, along with the identification and analysis of related themes, have the potential to inform public schools contemplating a project-based learning experience.