This master thesis tests the impact of entrepreneurship education through Fabrication Laboratories (FabLabs) on the entrepreneurial intention of secondary school students. Initially, the focus lies on the issues of entrepreneurship, entrepreneurship education and entrepreneurial intention. After providing the main theoretical principles and perspectives, an empirical study is conducted. There is an experimental group that joins entrepreneurial education through FabLabs, and a control group that only receives an informative presentation. Consequently, data are collected from two different groups which both consist of test persons who are secondary school students. In addition, a pre-post design is applied. This means that data are collected before as well as after the respective stimulus in order to disclose changes after the FabLab program and changes between the two groups. On one hand, the pre-post procedure reveals that after joining the FabLab experience, the test persons from the experimental group show a more positive attitude towards entrepreneurship, an improved perceived control as well as a higher entrepreneurial intention. On the other hand, the comparison with the control group clarifies that those students who have participated in the FabLab program have an enhanced attitude towards entrepreneurship, a stronger perceived control and a greater entrepreneurial intention than those individuals from the control group.