This paper focuses on developing and testing an adequate technique for evaluating classroom entrepreneurship. Theory-based pre- and post-questionnaires have been developed and applied in a pilot start-up simulation (n=17). The simulation is an interactive, action-learning concept that focuses on planning a venture creation. Students work independently and make quasi-authentic experiences. Particularly, the evaluation refers to the impact on students’ entrepreneurial attitudes and intentions based on two common
behavioural models: Ajzen’s “Theory of Planned Behavior” and the similar “Model of the Entrepreneurial Event”. This was accompanied by individual expectations and overall evaluations. The results of the pilot simulation show that the questionnaires are fruitful instruments for evaluating start-up simulations. The simulation helps to enhance a more realistic view of entrepreneurship and might motivate students to think in an entrepreneurial manner. Overall, the results of this evaluation show that the simulation sensitizes the participants and makes them aware of the complexity of a start-up.