This article's purpose is to examine, on the basis of Bernstein's theory of classification and framing, how teachers express the concept and content of entrepreneurship in classroom practices in two Swedish lower secondary schools. The study is part of a national school improvement program aiming to better understand, develop and encourage entrepreneurial education and learning. The broad perspective of entrepreneurial education is used in Swedish compulsory school and thereby in this study. In 2011 the curriculum was reversed, which meant, in addition to introducing entrepreneurship, adding focus on learning outcomes. The data sample is based on observation and field notes. The results show differences between the schools and subjects. The classification is strong in both schools, but the framing differs. Differences in framing are based on characteristics of individual teachers, and to some extent subjects, rather than schools. Together with other circumstances - such as teachers' views and knowledge, school organization and subject division - the task can be perceived as challenging.