Purpose: The purpose of this paper is to ascertain how the people who train Finnish teachers implement entrepreneurship education in the guidance they provide. The authors show how learning through, for and about entrepreneurship manifests in the self-evaluations of Finnish teacher educators. Design/methodology/approach: Data were collected in spring 2012 with a quantitative survey questionnaire to 100 teacher educators and training teachers for vocational and general education, to rectors and managers. Findings: The teacher educators used a relatively large number of the pedagogical models and methods pursued in entrepreneurship education, such as problem based learning, experiential and practical descriptions of situations, and they also encouraged their students to take responsibility and to be self-directed. These can be seen to specifically support learning for entrepreneurship. On the other hand there would still be room for improvement as regards the teacher educators' guidance through entrepreneurship. Practical implications: It would be appropriate in entrepreneurship education to take account of prospective teachers' authentic experiences of entrepreneurship. For example, in teacher training greater use could be made of practice enterprises, co-operative operations, on-the-job learning and methods such as the "Young Enterprise" business incubator. Originality/value: The European Union places particular emphasis on the further development of entrepreneurship education in teacher training. The study opens up perspectives on what kinds of skills teacher educators impart to prospective teachers who will continue in working life until the 2070s.