Historically disadvantaged schools are mostly in a position where they cannot easily practise entrepreneurial customs like innovation, proactiveness and risk-taking. However, some of these schools perform well under similar circumstances and show strong entrepreneurial inclinations. In fact, in research conducted in 2006, Lebusa and Xaba found that there were very strong prospects of fostering entrepreneurial customs at historically disadvantaged schools. It was found that schools were already practising innovativeness, proactiveness and risk-taking, albeit unintentionally. We report on the practice of innovativeness, proactiveness and risk-taking at historically disadvantaged schools. Case examples of three successful entrepreneurial historically disadvantaged primary schools are presented. Results indicate novel and innovative ventures undertaken at these schools and clearly indicate that some historically disadvantaged schools are indeed entrepreneurially oriented.