Action Regulation heory explaining the Learning Entrepreneurship Game’s success Henk Roelofs, Stenden University of Professional Education, Emmen, Netherlands Co-author Jan Vrielink, LE-Network, Emmen, Netherlands Aim of the paper The aim of the paper is that the success of the Learning Entrepreneurship Game (LE-Game) played for more than hundred times can be explained by the Action Regulation Theory (ART, see Frese cs.). The elements of entrepreneurship learning in LE-Game can be explained by the psychological approach of entrepreneurship in the Action Regulation Theory (ART). As Frese cs argue ‘any theory of entrepreneurship should use active actions as a starting point — entrepreneurship is the epitome of an active agent in the market’, this applies to participants of LE-Game, where each participant is operating as an agent in the market. The aim is also that for Evidence Based Entrepreneurship this entrepreneurship simulation game can be used to explain entrepreneurial successes based on this ART. For example by using panel data of the performance of players in multiple played games at diferent times and diferent locations. Thereby gathering robust evidence to answer theoretical questions on learning entrepreneurship. ART is also a theory that can add dynamics to Sarasvathy’s efectuation theory of entrepreneurship as the ART of quilting in “self-efectuation”, which can be applied in LE- Game. 1 A role game simulation like the Learning Entrepreneurship Game (LE-Game) is a way of teaching evidence-based entrepreneurship (EBE) into education. Evidence based on a theory like Action Regulation Theory, thereby creating an ‘evidence based thinking’- method in education.