Research summary In this paper, we examine with interest teaching and quality in enterprise pedagogy. This becomes pertinent as quality enterprise pedagogy lays the foundation for student development and empowerment. We have theorised by drawing on the concept of transformative reflexivity, as it necessitates an understanding of behaviour located within social and institutional contexts. At the empirical level, case studies of 3 graduate entrepreneurs and 3 academics provide a richer understanding of the phenomenon which we seek to explore. Our findings reveal that reflexivity which is constructively aligned-inaction provides a basis for quality enterprise teaching and learning. The contribution of this paper advances theory by providing a framework that can be used to guide enterprise pedagogy. Managerial summary: Given the changing scene of university teaching, it becomes important that enterprise pedagogy has to be given the highest priority. The real notion is the lack of a framework that advances the right approach to quality enterprise pedagogy. In this study, we seek to address this gap by laying the foundations for effective teaching and quality enterprise pedagogy. Thus, the discussion which we pursue presents a sound framework for understanding student and teacher interactions. Hence, we aim to provide a novel but sophisticated approach to teaching and quality enterprise pedagogy.