The importance of teaching entrepreneurial skills has been on the agenda for several years. But how do engineering education institutes (EEIs) serve as institutions facilitating the learning of these skills? In this study, we compare four EEIs from four countries located in two global regions, East Asia and the Northern Europe, in order to identify models for how education in entrepreneurship can be implemented according to each country's situation. We use a modified version of Dahlöf and Lundgren's frame-factor theory to analyse how the universities understand the internal and external driving forces for the development of this kind of education. We also address how these frame factors affect the development processes at each EEI. The study identifies differences in these processes, which depend on how pressures originating outside the universities are expressed.