In times of poly-crisis, imagining alternative future(s) and courses of action towards them have become a way to address challenges like climate change and social issues in both theory and practice. Research suggests that desirable futures require collective imagining and co-creating among different actors. However, a perceived lack to be able to influence future(s) with effective outcome may limit or even inhibit individuals to imagine and engage with future(s) in the first place. This study suggests that combining entrepreneurial action with imagining future(s) in practical learning experiences addresses this perceived lack. Based on empirical data from a course in entrepreneurship education, the study’s findings show, how a sense of able-ness to engage with future(s) could be cultivated among students who had perceived future(s) as something abstract and non-influential prior to the course. The study draws on literature on entrepreneurial action in context of crisis and scholarship on future making to support and extend the findings. It contributes to scholarship on future making with design knowledge on how to cultivate a sense of able-ness to support individuals in co-creating common future(s), proposing entrepreneurial action as complementary approach to future making and entrepreneurship within planetary limits.