Experiential learning is increasingly being recognized as the preferred teaching method in entrepreneurship education, with particular emphasis on students' 'real-world' experience. This paper critically examines the adequacy of using work-integrated learning (WIL) pedagogy for the purpose of entrepreneurship education. A novel approach is presented for achieving learning through entrepreneurship, referred to as supervised entrepreneurial work-integrated learning (sEWIL). The rationale and pedagogical considerations for sEWIL are discussed using a case study that is based on an internship-based entrepreneurship course offered at a major Canadian university. As part of the course, students learn about entrepreneurship through a combination of in-class experiential learning activities and a WIL component in the form of an internship with early-stage start-ups, which provide the work environment. Using formative and summative reflections, students critically examine their understanding and belonging to entrepreneurship, leading to personal growth and emerging self-awareness.