This research aims to examine the effectiveness of entrepreneurship learning with the Stanford D School design thinking approach and to make students more actively involved in learning activities so that their learning experiences can develop creative skills and entrepreneurial alertness. The underlying theory of the design thinking approach comes from the Experiential Learning Theory. This quasi-experiment was conducted by distributing questionnaires before and after the implementation of the learning approach. The research samples was students of the marketing expertise program from vocational schools, consisted of 60 students with Stanford D School design thinking approach and 60 students with teacher-centered learning approach. The data were analyzed by the Independent Sample t-Test and Paired Sample t-Test with SPSS 23 program. The results show that there are significant differences in creativity skills and entrepreneurial alertness between the experimental and the control class, and there are significant differences in the creativity skills and entrepreneurial alertness of the experimental class after receiving entrepreneurship learning with the design thinking approach. This gap can be overcome after students receive entrepreneurship learning using design thinking approach. The results of this study prove that Stanford D School design thinking can be applied to entrepreneurship learning, especially in vocational schools.