The primary purpose of this exploratory study was to investigate the development of a collaborative school-based enterprise program that integrated Accountancy, Business and Management (ABM) with Technology and Livelihood Education (TLE). Seven research participants were selected based on specific inclusion criteria to ensure a diverse and comprehensive understanding of the program. The first group of participants consisted of two ABM teachers, each with at least one year of experience teaching senior high school students in the ABM track within Davao City Division. This phenomenological study employed a qualitative research design to investigate the development of a collaborative school-based enterprise program integrating (ABM) with (TLE). The findings of this study on the collaborative School-Based Enterprise (SBE) program for (ABM) and (TLE) reveal significant implications when examined through the lens of three core themes balancing theory and practice, simulating behavior for impact, and fostering holistic entrepreneurial development in connection with key educational theories by Piaget, Kolb, and Wenger. First, the theme of balancing theory and practice aligns strongly with Jean Piaget’s Constructivist Learning Theory, which emphasizes that learners actively construct knowledge through experience and interaction. The second theme, simulating behavior for impact, reflects the value of learning through models, feedback, and community influence core ideas within Wenger’s Community of Practice Theory. The third theme, fostering holistic entrepreneurial development, speaks to the need for a multidimensional approach to education. Kolb’s experiential learning model supports this by encouraging the development of not only cognitive and technical skills but also emotional intelligence.