Since Tunisia’s 2011 uprising, myriad transnational development efforts are underway to rectify the country’s large-scale unemployment predicament. Sparking new business remains a top priority for many of these initiatives, with teaching, mentoring, and coaching resident entrepreneurs widely viewed as a catalyst for economic salvation. Yet Tunisians harbor ambivalent feelings about such interventions: many contest not only the neoliberal morals they are being taught, but the very premise of formal market education as a pathway to consensus and national legitimacy. This paper draws on two years of ethnographic fieldwork at a formal business school in Tunis to show how insurgent modes of business pedagogy have instantiated radical modes of civic belonging, collaboration, and trust in a newly “liberated” context. Foregrounding the ways in which Tunisian business students and teachers in Tunis have derived personal agency from suspicion and contestation, this paper examines national pedagogy and rebellion at play through the inner workings and actors of formal business education systems. In pre-revolutionary Tunisia, college-level business school degrees were once widely regarded as inferior to their medical and engineering school counterparts. This reality seems at once to reflect and inform latent cultural opinions of entrepreneurship among locals — an inherited legacy, I argue, of the entrepreneur’s historically low cultural capital in colonial France. Yet by documenting the informal techniques and lessons advanced in formal entrepreneurship classes, this paper highlights and challenges traditional assumptions of business school as a Petri dish of autonomy and self expression: in post-revolutionary Tunisia, trust games and "community building" exercises often take precedence over business plan tutorials, and teachers eagerly bring political ethics into lessons on best practice. The ramifications of this formal/informal curriculum begins to show how cultural categories of public belonging and personal agency are transfigured by both the instability of the Tunisian state and changing opinion on what being a legitimate member of society can entail. Ultimately, this ethnographic paper aims to trace the roles of suspicion and belonging in post-revolutionary Tunisian business school, and to account for the complex dynamics shaping aspiring Tunisian entrepreneurs while cementing their identities as members of a legitimate state. I argue that parallel desires for agency and post-revolutionary “belonging” inform entrepreneurship pedagogy in contemporary Tunisia, and call for a reconsideration of the ways we define “starting up” in an era of “starting over.”