Purpose: This research paper aims to explore how secondary school-aged business owners utilise social media to engage in informal learning. The authors make use of the concept of a self-directed experiential learning cycle to empirically explore adolescents' entrepreneurial learning processes without formal guidance or curriculum. Design/methodology/approach: The study adopts a one-on-one interview approach with a critical incident technique in interviewing to examine the experiences of 10 Grade 9-11 business owners who run social media-based businesses on Instagram. Findings: The results demonstrate that student business owners were able to capitalise on social media for venture creation and informal learning. They effectively engaged in experiential learning cycles with active help-seeking and mentorship in response to challenges in their business journey. A variety of resources within social media, their social circle and the internet were employed by students, highlighting the role the self-directed element plays in their experiential learning process. Practical implications: The research urges institutions to recognise the potential of informal learning on social media and offer more support to strengthen students' learning. Originality/value: This research represents the first exploratory study on the potential of school-age teens' self-initiated informal entrepreneurial learning while testifying the theory of the self-directed experiential learning cycle in the context of social media businesses. The study offers novel insights into the fields of students' informal learning, entrepreneurial learning and social media learning.