<![CDATA[Education can no longer be understood merely as knowledge transfer in the classroom; it also requires nonformal learning spaces that enable students to practice knowledge directly. The Investment and Entrepreneurship Gallery at the State Polytechnic of Manado is a nonformal learning space with a dual function as a capital market education center and an entrepreneurship practice laboratory. This study aims to describe the gallery’s function as a nonformal learning space and explore Business Administration students’ involvement and meaning-making regarding its activities. A qualitative approach with a case study design was employed. Data were collected through semi-structured interviews, participatory observation, and documentation involving six purposively selected informants, comprising the gallery manager, supervisor, and students with different levels of involvement. Data were analyzed using Miles’ interactive model. The findings show that the gallery complements formal learning in accordance with Coombs’ (1973) concept of nonformal education and Indonesia’s Law No. 20 of 2003, although its utilization remains uneven. Student involvement was influenced by time availability and information exposure. Students interpreted their experiences through concrete experience and reflection, consistent with Kolb’s (1984) experiential learning cycle. The three-party partnership concept (3 in 1) emerged as a distinguishing factor supporting workforce and entrepreneurship skills. Effectiveness requires broader socialization and more flexible scheduling.]]>
