Although entrepreneurship can be taught in different ways, entrepreneurship education impact studies generally fall short with regard to acknowledging the teaching models of the programs they assess. This severely limits our understanding of how entrepreneurship education actually works. To address this gap, this study describes and implements a procedure to identify the teaching models of entrepreneurship education courses and shows how different teaching models are associated with entrepreneurial learning outcomes. Our analysis is based on a sample of 376 Italian university students who responded to the Global University Entrepreneurial Spirit Students’ Survey (GUESSS) and attended entrepreneurship education courses. We describe and implement a coding procedure that allows us to classify the entrepreneurship courses attended by the respondents into five different teaching models (Supply, Supply–Demand, Demand, Demand–Competence and Competence). We find that courses based on the Supply–Demand, Demand and Demand–Competence Models are associated with better entrepreneurial learning outcomes than those based on the Supply Model. Our findings contribute to the theory and practice of entrepreneurship education program evaluation and design.