Engineering schools have a traditional way of teaching based on a sequence of subjects, beginning with fundamental sciences, mathematics, technologies and finally exploring practice and technics. This kind of program allows to deepen each subject, however, hinders the perception of the connections among the parts of a problem. Some schools changed their course aiming to turn the program more attractive to the students and, at the same time, more focused on the solution of actual problems the professionals face. For that, they used an innovative entrepreneurship approach changing the teaching-learning process. This article aims to identify the factors necessary to implement an innovative entrepreneurial engineering education, as well as explain such factors through literature review. As a result, two major categories of factors are observed, the teaching-learning process and university management. The first one encompasses the role of teachers, students, curriculum, and extracurricular activities. The literature suggests an open speech among students and teachers where they can explore multiple and critical perspectives. The PBL (Project-Based Learning) is recommended as a teaching-learning process. Extracurricular activities like scientific initiation, Incubators, and patents are other factors that contribute to this type of teaching. In university management, the incentive to innovation in engineering education is strongly recommended, besides providing students and teachers with an infrastructure that supports research and development and deployment of organizational culture and structure focusing on innovative entrepreneurship.