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Concept maps are popularly used within academic development spaces, especially to teach new concepts at beginner levels for undergraduate students. Their popularity is partly based on the fact that they employ visual tools such as charts, diagrams, pictures, tables, etc., to simplify concepts that students would otherwise consider dense. This paper reports on the findings of an extended orientation project conducted between February and June of 2022 with a small cohort of 15 first-year students registered in an entrepreneurship course at a vocational higher education institution in South Africa. The research question guiding this study is: How can concept maps inspire entrepreneurial thinking for first-year ECP students at a vocational institution in South Africa? Using Cultural-Historical Activity Theory (CHAT), I analysed the two iterations of the students' concept maps together with selected data from the focus group interviews. Key findings reported include the students' fuzzy knowledge of what entrepreneurship as a discipline entails, the planned career trajectories for most of the participating students, as well as indecisiveness as to whether the students will be pursuing entrepreneurship after graduation. In the language of CHAT, the above findings are described as presenting tensions between the subject, tool and object. This layer of analysis calls for an urgent re-think of how the students are recruited and orientated into the programme and how the curriculum is delivered at the first-year level.