The impact of entrepreneurship education has received increasing attention in recent review studies [1–۶]. Prior reviews have for the most part used a methodological rigour lens examining extant empirical studies on entrepreneurship education impact [2, 3, 7]. Consequently, entrepreneurship education researchers are aware of the methodological weaknesses pertinent to the extant literature and have recommendations as to how to overcome them. Yet, scholars have not been able to explain whether the teaching approaches and methods are adjusted to the various expected outcomes [8], particularly given the diversity and potential complexity of the entrepreneurial learning outcomes that educators might impact [9]. This study attempts to address this gap by asking how have the objectives, delivery modes, and impact assessment been aligned in empirical entrepreneurship education literature? It is customary to differentiate between a “narrow” and “wide” view on entrepreneurship in education. The narrow definition assumes that individuals should be encouraged to start up their own businesses, while the wide definition puts emphasis on making individuals more opportunity oriented, creative, self-reliant, proactive, and innovative [10]. The definition, that one adheres to, affects educational objectives, content design, target audience, teaching methods, and assessment procedures, leading to a vast variety of existing approaches [5]. In the context of this study, we support both views and define entrepreneurship education as a diverse and eclectic phenomenon. It implies that we study entrepreneurship education interventions that employ various curricula and teaching methods as well as outcomes. Consistent with Rideout and Gray [7], we conducted a literature review of relevant empirically based studies between 2000 and 2015 (we include articles published until January 1st 2016). Following Henry et al. [11], we performed a within-journal search. We targeted major entrepreneurship and small business journals and management journals and added two specific journals that widely publish on the topic of entrepreneurship education. We brought the concept of alignment into focus to examine identified empirical studies. In carrying out this research we applied a fundamental concept of effective instruction, instructional alignment, to the entrepreneurship education literature on impact assessment. The evaluation of impact is a key dimension of any teaching intervention and therefore requires to be taken into consideration at the intervention design stage [12]. Impact assessment allows for the evaluation of entrepreneurship education outcomes. As there is a stream of research concerned about the impact of entrepreneurship education in higher education [6, 7, 13], there is a need to analyse the current knowledge; thus our focus is on entrepreneurship education at the university level. We undertake a literature review of empirical impact studies according to the new analytical lens over a 15-year period. This paper contributes to extant entrepreneurship education literature by responding to the need for theory-driven frameworks to assess the impact of entrepreneurship education interventions (cf. [10, 12]). Our study should be of value to scholars researching the impact of heterogeneous entrepreneurship education practices and approaches on individuals.