The literature on entrepreneurship education in Indonesian vocational high schools is sparse and inadequately evaluated. Future research should aim to enhance students' entrepreneurial competencies and intentions by integrating practical environments and experiential learning into the curriculum. However, transitioning to these methods presents challenges. This was evident during Cycle 1 of the research conducted in the accounting program at XYZ Vocational High School, where students demonstrated confusion about competencies, exposing gaps in both accounting skills and entrepreneurial intent. The study emphasizes the necessity for comprehensive teacher training to facilitate the shift from traditional practices. The primary goal was to investigate how professional learning communities (PLCs) could enhance teaching quality and support transitioning from traditional to experiential learning, particularly in financial reporting. This study used action research methods, employing observation and semi-structured interviews for data collection. Twelve participants were involved: four teachers, the principal, and seven grade 10 accounting students. The research found that professional learning communities were crucial in improving teaching quality and preparing teachers for changes. These communities affected teachers' knowledge, skills, attitudes, beliefs, and instructional practices, benefiting students by fostering more engaging and meaningful mastery of the subject. The implications for research and practice include purposefully improving the effectiveness of professional learning communities while expanding their reach to more units within the school and other schools within the district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]