Abstract: Research on the evolution of Chinese entrepreneurship education in a systematic way is an important approach to better understanding the innovative entrepreneurship education. Through literature review, this article presents the history of Chinese entrepreneurship education and straightens out its origins. The author argues that Chinese entrepreneurship education started in 1988, and Chinese scholars represented by HU Xiaofeng put forward the thought of entrepreneurship education thoroughly. Guided by this thought, a range of entrepreneurship education experiments were conducted. The entrepreneurship education thought was directly related to the creativity-oriented education, and it was created in China but not imported from overseas. The Six-Year Research of the Chinese entrepreneurship education has a profound international background. The research, based on the logic origin of the pioneering individuality, deduced the conceptual system and theoretical framework of the entrepreneurship education, and constructed the target pattern, curriculum model, assessment model, and community management model. Besides, the research also discussed about the fundamental laws, process, method and essential ways of the entrepreneurship education. Therefore, the research promoted the establishment of entrepreneurship education, which took a unique position in the history of the theoretical research and pedagogical experiment. Entrepreneurship education in Chinese universities started in 1997, when Tsinghua University first offered the curriculum of Innovation and Entrepreneurship. So far it has experienced four stages of development, and the government’s policy guided the expanding period from “business startup drives the employment” to mass entrepreneurship and innovation. The significant expansion of innovative entrepreneurship education is the entrepreneurship based on innovation. Innovators are encouraged to start their own businesses, making the innovative entrepreneurship the engine of motivating economic and social development. Currently, the greatest challenges facing universities’ entrepreneurship education are: the holistic education has not been shaped; the operating mechanism is not yet well-established; the curriculum system has not been developed; and particularly, there are other challenges such as the shortage of teaching staff, improper teaching methods and the development of textbooks. Looking to the future trend of education for all, it’s vital to create an integrated mode of education and strengthen the implementation of practice-based curriculum and curriculum-based practice for sustained development. Constructing a supporting system to coordinate the mechanism, teaching staff, and social resources helps to ensure the sustainable development.