Entrepreneurship education focuses on the way policy makers develop the entrepreneurial mindset of the students through educational policies and practices in educational institutions. Teachers’ guidelines should be available on the adaptation of entrepreneurial curricula according to the students’ needs and according to the teaching of the subject matter. The current study aims to explore the process of entrepreneurship curriculum adaptation among in-service teachers of vocational education in Pakistan. Curriculum adaptation presupposes admissible alterations in the curriculum in order to achieve an educational environment which enables learners to equally access both benefits and learning achievements. The research question under study is: ‘how do vocational education teachers adapt the curriculum for the effective delivery of entrepreneurship education?’ The objective of the study is to find out the adaptation process of the entrepreneurship education objectives, contents, pedagogical skills and assessment techniques. The study is based on the theoretical framework of Aghazadeh (2007). The research question is answered through the exploratory research method. Semi-structured interviews from experts (n = 5) and open-ended questionnaires from in-service vocational education teachers (n = 25) have been conducted. Qualitative content analysis has been used for the analysis of interviews and written responses. The results reveal that entrepreneurship education aims to enhance entrepreneurial knowledge, skills and the attitude of the students. The objectives of entrepreneurship education can be achieved through creative content adaptation and versatile pedagogical skills. A flexible and innovative school climate linked with the entrepreneurial ecosystem is also needed. The assessment of entrepreneurship education requires versatile techniques. Future research may be conducted in order to study the impact of entrepreneurship education curriculum adaptation on the entrepreneurial mindset of the students.