Entrepreneurship is a scientific discipline, and the first significant foundations for a scientific approach to entrepreneurship were given by Schumpeter, who advocated creative destruction and innovation as a value creation tool. His approach is the driver of thinking that entrepreneurs are innovators, who "destroy" existing performance in order to create new products and services that will change the world for the better. In society, there is a common assumption that entrepreneurs are born, which has been refuted by numerous studies. Ultimately, the existence of entrepreneurship education and its effect on the development of entrepreneurial behavior and thinking refutes this myth. Entrepreneurial education should result in improving the skills and the way of thinking, which will be manifested through the transformation of creativity into innovative ideas. Entrepreneurial education can be implemented through formal, non-formal and informal education. Entrepreneurial education is experiential learning that needs to be integrated with key learning objectives into the curriculum to increase student engagement. Entrepreneurship is a way of thinking and behaving, and entrepreneurship education is different from other theoretical forms of education because it requires the practical application of educational content, such as competing in writing business plans, business management simulations, product development or real market demand testing. The paper gives an overview of the still uneven definitions of entrepreneurship and entrepreneurial terminology, the definition of entrepreneurship education and the concept of competences that are the subject of entrepreneurship education. The empirical part of the paper compares entrepreneurship education at primary and secondary level in Croatia, Slovenia and Sweden.