The European Commission has long supported and helped further the cause of entrepreneurship education. Within the education and training agenda, the strategic framework for European cooperation, Education and Training 2020 has, as its fourth long-term strategic objective, to enhance creativity and innovation, including entrepreneurship, at all levels of education and training. The scope of this research is primary (ISCED level 1) and general secondary education (ISCED levels 2 and 3). The curricula for vocational, technical or commercial schools at secondary level are not included. Only the public education sector is taken into account, except in the case of Belgium, Ireland and the Netherlands, where the grant-aided private sector is also covered because it accounts for the majority of school enrolments. Furthermore, in Ireland the vast majority of schools are defined legally as privately owned but, in fact, are fully state funded and do not require payment of fees by parents. In the Netherlands, equal funding and treatment of private and public education is enshrined in the constitution. The school reference year is 2011/12. The Eurydice Unit of the Education, Audiovisual and Culture Executive Agency (EACEA) has coordinated the collection of data and the preparation and drafting of this comparative overview. The questionnaire was developed in close cooperation with the European Commission, Directorate-General for Education and Culture. This comparative overview analyses the main information received from the Eurydice Network, representing 31 European countries. It is divided into four chapters covering: (1) National strategies and action plans to encourage the integration of entrepreneurship education; (2) How entrepreneurship education is currently being addressed in national educational steering documents in terms of general approaches and subject curricula; (3) Specific learning outcomes defined for entrepreneurship education and any practical guidelines to support teachers; and (4) Initiatives to promote entrepreneurship education and the current situation on educational reforms impacting on the subject. Examples of current practice from individual countries are given in the overview. However, in addition, a complete set of national descriptions is available in the second part of this report; these include references and links to all the relevant policy documents. (Contains 10 figures and 3 footnotes.)