Warren Buffet emphasizes that the “best investment is an investment in oneself though learning”. Business and financial literacy is part of OECD competences: money and transactions, planning and managing finances, risks and reward, and the financial landscape. Henry House, the founder of the American Farm School, defined its vision on teaching “agricultural and business practices that are economically viable, ecologically sound and socially responsible”. The current paper analyzes entrepreneurial education and education for entrepreneurship in the context of the American Farm School in Thessaloniki, in the intersection of skill building and innovation in education. Financial literacy is practically experiential, equips you with the knowledge to make informed decisions, leading to greater monetary stability, and a higher quality of life. This paper explores how experiential learning, entrepreneurship, creativity, and the holistic skill development is applied in the curriculum of the American Farm School experience and how its students perceive the impact of its unique educational model, inspired by the vision of its founder, Dr. John Henry House. Key questions that guide the current study are the following:

• How do teachers support pedagogical strategies and entrepreneurial learning at the same time?
• How do the innovative courses of American Farm School (AFS) differentiate in means and goals from the traditional models of in-class pedagogy?
• How does the AFS educational model used from American Farm School and Perrotis College to be scaled and/or adapted from other institutions?
• What challenges and opportunities does the American Farm School and Perrotis College face?
• What are the educational practices that American Farm School and Perrotis College use to promote innovation and entrepreneurial skills to the students?
• How does innovation connects with entrepreneurship in the school environment of business and financial literacy?

Through qualitative research and the comparative analysis of two focus group discussions, the study captures student experiences and perspectives that shed light on the school’s educational impact. During these discussions several topics emerge like teacher-based teaching methods that do not help students to develop their entrepreneurial education and overlook the hands-on learning, the various learning styles of the students and the applications to the real – life situations, despite the increasing international interest in entrepreneurial education. The lack of emphasis on experiential learning and student-centered pedagogy limits the ability of schools to reach all students. In Gardner’s terms, many students that have talents in non-traditional areas remain under-stimulated, in environments that prioritize linguistic or logical skills.

The findings highlight the ongoing evolution of Dr. House’s pedagogical approach, which fosters multiple intelligences, innovation, sustainability, and the strengthening of students’ personal and social identities. Special attention is given to the integration of business literacy within vocational education and its alignment with the principles of educating global citizens for the 21st century. Business literacy is essential for staring, running, or growing a business, or to work effectively in any organization. Financial literacy is a catalyst for entrepreneurial culture and culture is instrumental for entrepreneurial endeavors, taking control of financials and navigating the challenges and opportunities that arise. Ιt goes beyond facts and figures and leads on how to use them to create value, solve problems, and seize opportunities.

As a unique case study, the American Farm School and Perrotis College in Thessaloniki, a nonprofit educational institution, will be analyzing the theoretical approaches, the practices and the educational programs of the institution, which, in turn, contribute to innovation, entrepreneurship and community development. The study investigates the role of innovation and entrepreneurship in education of American Farm School and Perrotis College, by accessing the impact of the institution in the Greek economic development and sustainability. However, the study also raises concerns regarding the program’s workload and the need for a better balance between academic and extracurricular activities offered by the American Farm School. The study concludes with suggestions for improving the curriculum and proposes further research aiming to deepen both theoretical and empirical understanding of experiential education as a driver for entrepreneurship.