Purpose: This study investigates teachers' perceptions of how school conditions influence their motivation for opportunity recognition. It uses discovery theory as a theoretical lens to understand the dynamics of entrepreneurial teachers' knowledge and alertness in responding to school conditions. Design/methodology/approach: Using a multi-case study approach, in-depth interviews were conducted with participants in three schools highlighting similarities and differences in their conditions of empowering entrepreneurial teachers to discover opportunities. Findings: The results indicate that four school conditions facilitate entrepreneurial teachers to discover opportunities, namely, a rigorous working environment, a trusting and opened culture, extensive communication networks and rewarding work conditions. Originality/value: These findings further underscore the use of discovery theory in educational contexts showing that entrepreneurial teachers are in an active mode of searching for opportunities. Specific ways through which teachers can better recognize opportunities for school improvement are included.