Entrepreneurship has spread via an abundance of organizations and people that embrace the prosperity its logic currently promises. Apart from the generation of new companies and market places, this promise also entails a flexible invention of entrepreneurial subjectivities and self-investment via alternative choices (Bröckling, 2016). We have recently seen a diversification of the contexts in which entrepreneurial subjectivities are invited to undergird entrepreneurship, for example in social entrepreneurship (Dey, 2014) and ecopreneurship. A peculiar pluralism of “entrepreneurial selves” is advancing, which makes it necessary to question how we, as educators in entrepreneurship, are offered to join in and become abiding facilitators of students’ empowerment and subjectification to entrepreneurship, now in its rejuvenated forms. Our concern is thus in line with others who have turned to Foucault to study the potential effects teaching has on student subjectivities, either positively (Sliwa, Meier Sørensen & Cairns, 2015) or negatively (Simons & Masschelein, 2008).