The importance of entrepreneurship education that positively impacts on the creation of new ventures has been widely recognized. Despite numerous studies conducted to evaluate the effectiveness of entrepreneurship education within a university setting, the results are mostly fragmented. Most studies are focused on the unsystematic approach to entrepreneurship education that partially incorporates curriculum, certain pedagogy, institutional support, and assessment. This research thus proposes a systematic approach to evaluate the entrepreneurship education. The evaluation uses a systematic framework as guidelines for attaining effective learning and understanding priorities of key stakeholders within a university to develop entrepreneurial graduates. A systematic framework is a well-organized basic structure of concepts and practices that constitutes a way of viewing reality, showing a comprehensive assemblage of principles in entrepreneurship education regarding student, staff, and institution aspect. This research explores the existing learning practices within several universities, namely: School of Business and Management (SBM)- Bandung Institute of Technology (ITB), Telkom Institute of Management (IM Telkom), Prasetiya Mulya Business School (PMBS), and Ciputra University (UC). This research uses case study method and has been carried out in two stages. The first stage is descriptive phase. Here the research will focus on mapping of existing learning and institutional supports within a university context. Data exploration regarding learning process within a university such as curriculum, institutional supports, pedagogy, assessment, and Assurance of Learning (AoL) will be evaluated from internal perspective such as faculty members and external perspectives such as alumni in order to get better understanding of learning experiences that support to become entrepreneurial graduates. The second stage is evaluative phase, this stage lead to develop theory which effective to supports students in becoming entrepreneurial graduates. ii The four cases of SBM-ITB, IM Telkom, PMBS, and UC are divided into two categories of cases, namely positive case and negative case. The positive case in this research is the three cases of SBM-ITB, PMBS, and UC. They are well managed the aspects that support the effectiveness of entrepreneurship education. The best learning practices from these three cases are as practical guidelines for other business schools to create the effective learning. The opportunities areas to be improved (below the average level) are workload (only SBM-ITB that has high score in this aspect), rewards for lecturer, and AoL aspect (only PMBS that has high score in this aspect). The negative case of IM Telkom has the effectiveness level below the average. There are several opportunities to make a better improvement in the field entrepreneurship education. The opportunities area to be improved (below average level) are recruitment and selection of student, curriculum, institutional support, teaching method, participation, rewards for student, pay and safety needs, performance appraisal, workload, knowledge sharing, rewards for lecturer, and AoL aspect. Beside a systematic framework development of entrepreneurship education, this research is contributed to the development of criteria for learning effectiveness. These criteria are used to determine the extent of learning effectiveness from the four cases. The synthesis from cross-case analysis formulates the effective learning theory that covering aspects of student, staff, institution, and AoL to support students in becoming entrepreneurial graduates.