The ability to acquire knowledge and skills on oneself is crucial for people of all ages in turbulent environment. Especially for education in emerging fields such as entrepreneurship, where theory and practice flourish at the same time, leaving no time for educators to master via studying existing materials, forcing teachers to acquire new competence while monitoring the source of knowledge and facilitating students gaining insight through practices. In this study, aiming at designing and delivering new courses in emerging fields where expertise and teaching materials are limited, the pace of a course during the emergence of culture and creative industries is presented, along with the strategic approach of “Learning-to-teach” through which it was developed. The process of Learning-to-Teach consisted of three steps: 1) Self-learning; 2) Learning-with-teaching; 3) Learning-through-creating. The approach is then implemented in developing an undergraduate course (Marketing and Management of Arts) which was provided and documented from 2003 to 2014 in an industrial design department in Taiwan. With an average of 60 students per year, 129 books were summarized and 129 novel events with offerings created and launched in domestic and/or international market as class projects. In line with the Mirroring approach developed by author 1 in later years, further discussion is also conducted based on observations around process and outcomes of the course. In general, the presenting course and approach reflect that while entrepreneurship is promoted as an emerging body of knowledge, it is fundamentally involved with education for emerging knowledge fields, which in itself is an entrepreneurial act. With the Learning-to-teach approach and the MMA course through which students with diverse backgrounds collaborating in micro-entrepreneurship activities in real setting, this study contributes to entrepreneurship education and other occupational training in emerging fields.