Despite increasing scholarly attention to social entrepreneurship education, research from educators’ perspectives remains limited, resulting in insufficient understanding of classroom dynamics within entrepreneurship programs. This chapter seeks to elucidate the underlying factors that drive Japanese universities’ preference for “educating about social entrepreneurship” rather than “educating for social entrepreneurship” from faculty members’ standpoints. Drawing on five semistructured interviews with Japanese university faculty and insider action research in social entrepreneurship education, this study identified several contributing factors to this pedagogical orientation. Key findings reveal that universities prioritize job placement activities as a central institutional mandate for both students and institutions, the interdisciplinary character of social entrepreneurship education presents implementation challenges, and the substantial costs associated with identifying and engaging external practitioners create barriers to experiential learning approaches. These factors collectively explain the comparatively predominant emphasis on theoretical knowledge transmission rather than practical skill development in Japanese social entrepreneurship education.