This paper explores tensions between traditional and progressive conceptions of curriculum through Young and Muller's 'three scenarios for the future' model. 'Future 1' is characterized by conservative transmissive pedagogy models focusing on traditional subjects; 'Future 2' is 'forward-looking' and concerned with generic competences often described in the form of learning outcomes, 'Future 3' is a knowledge-led curriculum focused on promoting epistemic access to powerful knowledge for all students. 'Powerful' knowledge is knowledge that provides students with the capability to analyse, explain, predict, evaluate and think about the world in ways that are beyond their personal experience. From September 2023, 15-year-old pupils in Poland began studying the new compulsory business and management subject as part of the revised national curriculum. This replaced the established subject of entrepreneurship which was in existence for 20 years (since the school year 2002/2003). This paper examines a range of questions that arise: How might business and management education, taught by essentially the same group of teachers, differ from entrepreneurship education? How might entrepreneurship education--or business and management education--equip students with powerful knowledge? Might the change prove to be a regression to 'Future 1' or an evolution to 'Future 3'?