In this article, we examine the "entrepreneurial self" as a response to prevailing neoliberalism in higher education. We draw on positioning theory to explore a case study of an academic language and learning (ALL) advisor at an Australian university. ALL advisors work closely with students and academic teaching staff to develop teaching and learning practices across institutions. On the basis of the analysis, we argue that the adoption of entrepreneurial subjectivity amongst ALL advisors, although highly responsive to conditions within institutions, is not conducive to the ongoing development of teaching and learning in the sector.