The website of the Swedish National Agency for Education states that preschools are to promote entrepreneurial learning. Many Swedish preschools, therefore, have started to work consciously with entrepreneurial learning as a way of fostering pupils' creativity and ability to make their own decisions. This article investigates whether and how children in different preschool settings receive support and recognition in their efforts to make sense of the world around them. Nine preschool teachers and children from three preschools participated. Three video observations were conducted focusing on the work of each team of teachers. Our study challenges the assumption that an entrepreneurial learning design enhances pupils' learning, creativity, and decision-making. Even though the ambition is to encourage such abilities, our observations demonstrate that the learning design and setting do not always give children the opportunity to be creative.