In the field of entrepreneurship education (EE), the authors of this chapter suggest a new lens to improve individual entrepreneurial agility in student teams formed to develop an entrepreneurial project. They use an original qualitative methodology: crossed self-confrontation. By making students verbalize the skills they developed to start and run their business, they provide new insights into team dynamics focusing on individual coping strategies and how leadership is distributed. These individual strategies explain, in part, the performance, the success or failure of many student projects. The authors propose teaching tools to manage them and to build more efficient teams, at the individual and collective levels.