This study aimed to critically examine the dominant higher education (HE) teaching theories and approaches and their implications to comprehend and underpin teaching practices in enterprise and entrepreneurship education (EEE) context. The key theoretical constructs in literature, i.e. styles, methods and conceptions of teaching, learning environment and activities that support learning, were investigated both within the context higher education in general and EEE. A knowledge gap can clearly be noticed in theories and models that underpin the EEE teaching practices at HE level, particularly conceptions and styles of teaching, and the teachers’ role during the education process.