Entrepreneurship is a phenomenon that no university can evade. The entrepreneur is now seen worldwide as a source of hope against unemployment, poverty and the preservation of prosperity. However, the tertiary education sector can also contribute to this by providing a comprehensive Entrepreneurship Education of motivated students and the support of graduate students. Learning the "hard and soft skills" can be supported by means of a foundation-specific curriculum. Many insti- tutions are implementing this curriculum through their own institutes or entrepreneurship centers. Names like Harvard, the MIT, Stanford or Babson are just some great names when spoken of Entrepreneurship Education. In addition to these American universities, European universities such as INSEAD, Oxford or EMLyon offer a well-founded education with a balanced mix of theory and practice too. University rankings have offered assistance for nearly twenty years and the possibility to compare different universities. In this thesis, a comparison was made between the American and European system of entrepreneurship education. The aim of this analysis was the two research questions, where entrepreneurship is to be studied, in America or in Europe, and what similarities and differences both systems have. An analysis of both systems was carried out using standard literature. The next part dealt with university rankings and its impact on the global education landscape. Based on a sample of one hundred American and one hundred European universities, a comparison was drawn between the universities in the empirical section, using 13 indicators. Finally, the current literature was compared with the empirical part of this work and conclusions and recommendations for action were derived from this.