Entrepreneurship education--the teaching of skills and cultivation of talents that students need to start businesses, identify opportunities, manage risk, and innovate in the course of their careers--is now a staple of American higher education. As recently as the 1990s, that was far from true. Over the past decade or so, however, the university teaching of entrepreneurship has come of age. While changes in the economy and student interest and demand certainly played a part in the rise of entrepreneurship education on college campuses, schools also may have been inspired by the 2003 launch of the Kauffman Campuses Initiative (KCI). As part of a larger effort to encourage new, interdisciplinary, campuswide entrepreneurship programs at American colleges and universities, the Ewing Marion Kauffman Foundation (the Foundation) awarded grants to eight universities to make entrepreneurship education available across their campuses. In 2006, five more universities and five Northeast Ohio colleges were selected for the KCI program, for a total of eighteen universities. As the Kauffman Campus Initiative reaches its conclusion, the Foundation sees an opportunity to take a first cut at distilling the lessons learned from the widespread, but variegated, adoption of entrepreneurship education. As part of this effort, the views of academics and administrators at sixteen institutions were solicited with notable entrepreneurship education programs--some of them "Kauffman Campuses," some not--to discuss common practices and challenges. In addition to gathering written submissions, a day was spent in four sessions of directed conversation about what is going well and not so well in their worlds. The themes, questions, and choices they discussed, plus the judgments and analysis of Foundation staff and others who were consulted along the way, are distilled here. This paper's methodology is deliberately qualitative. There is no effort to conduct a statistical census or a comprehensive survey of the field. The goal of this paper is simply to lay groundwork for a discussion of the state of entrepreneurship education as it leaves adolescence, so to speak, and enters its prime. The report seeks to clarify choices; to reflect on emerging norms and on successes and failures; to provide guidance for new entrants; and, above all, to spark a conversation about the next phase.