This year, I decided to find out.

I taught at a local middle school and created an entrepreneurship class where students learned to identify everyday problems, develop solutions, and present their ideas in a Shark Tank–style competition judged by local business leaders.

What happened next surprised me.

One student built a news platform designed specifically for kids. Another created an app to help teenagers find local jobs. One designed a sting-free hand sanitizer after experiencing the problem herself. Another created a beach bag towel.

None of them was asked to memorize facts for a test.

They were asked to think like entrepreneurs.

The Missing Track in Education

There is a defined path for almost every traditional profession in our education system.

If a student wants to become a doctor, they know which classes to take. Future lawyers have a roadmap. Aspiring accountants understand the progression.

But entrepreneurship, the profession responsible for creating many of the companies, technologies, and innovations that shape our world, has no structured educational path.

I’ve been thinking about this gap for years.

As a founder, I’ve spent my career building businesses and mentoring entrepreneurs. Again and again, I’ve noticed that successful founders share a common set of skills: curiosity, resilience, creativity, problem-solving, and the confidence to take action. Yet these are rarely taught intentionally in school.

Now that I have two daughters in middle school, I see the gap firsthand.

Students come home memorizing information they can retrieve in seconds with a computer or smartphone. Meanwhile, very little in the curriculum teaches them how to identify a meaningful problem, validate an idea, build a solution, or communicate it with confidence.

Those are the skills that create innovators.

So instead of waiting for someone else to build that curriculum, I decided to create it myself.

Why Middle School?

Why did I choose middle school instead of high school or college?

The answer is simple.

First, timing matters.

Malcolm Gladwell popularized the idea that mastery requires roughly 10,000 hours of deliberate practice. Meaningful skills are developed over time.

If entrepreneurship is a skill, and I believe it absolutely is, why would we wait until someone’s twenties to begin practicing it?

Second, middle school students occupy a unique stage of life.

They’re old enough to recognize real problems in the world around them, yet still young enough to believe they can actually solve them. They haven’t yet learned all the reasons something “can’t” be done.

That optimism is a competitive advantage.

Finally, I think about the many young adults I’ve mentored who graduate from college without a clear sense of direction. That’s not a failure on their part. It’s often the result of an education system that prepares students to answer questions rather than ask better ones.

Imagine how different their trajectory might be if they’d been encouraged to think like builders at twelve instead of twenty-two.

The Experiment

I taught an eight-session entrepreneurship elective class.

Students learned how to identify real-world problems, understand their target audience, validate ideas, and design an app, product, or website that addressed a genuine need.

The program culminated in a Shark Tank–style pitch competition judged by local business leaders and entrepreneurs.

Because two of my own daughters participated in the program, I intentionally invited an independent panel of judges to ensure every project was evaluated fairly and objectively.

The students presented their ideas, answered challenging questions, received constructive feedback, and experienced something many adults never do: defending an idea they created from scratch.

Every student identified a meaningful problem.

Every student built a solution.

Every student stood in front of the room and pitched an idea they believed in.

That’s the real success story.

The Pattern That Emerged

None of the students began with a business idea.

They began with a frustration.

One was tired of biased news.

Another struggled to find local work.

One disliked the painful hand sanitizer.

Children don’t need to be taught how to have ideas.

They need permission to notice problems and believe they’re capable of solving them.

That simple shift changes everything.

Instead of asking, “What do I want to be when I grow up?”

They begin asking, “What problem can I solve?”

That’s the mindset entrepreneurs carry throughout their lives.

A Different Kind of Education

Students probably won’t remember every math worksheet they completed in seventh grade.

But they’ll remember standing in front of a room, confidently pitching an idea they created themselves. They’ll remember answering difficult questions. They’ll remember realizing that adults took their ideas seriously.

That confidence doesn’t stay inside the classroom.

It follows them into college, careers, leadership, and every challenge they encounter afterward.

We spend years preparing students to fit into the world.

What if we spent more time preparing them to improve it?

Entrepreneurship isn’t just about starting companies. It’s about developing the curiosity to question the status quo, the resilience to learn from failure, and the confidence to believe that one person can make a difference.

Those are qualities every child deserves to develop, regardless of the career they eventually choose.

Because the future won’t be built by the people who simply memorize the right answers.

It will be built by the people who learn to ask better questions and have the courage to create the answers.

The post What Happened When You Teach Middle Schoolers to Think Like Entrepreneurs first appeared on Chanie Gluck.