Embedding physical activity into the university curriculum offers a way to address students’ typically high sedentary behaviour. While some interventions have been trialled, heterogeneity of methods precludes synthesis of results. This review aimed to document the methods used for assessing embedded physical activity or sedentary behaviour interventions, to summarise existing research and identify methodological gaps. Four databases were searched for peer-reviewed articles. Of the 7345 citations screened, 28 studies were included, describing two intervention types: ‘active breaks’ (n = 15), involving short movement breaks, and ‘physically active learning’ (n = 13), involving active workstations (e.g., sit-stand desks). Small-sample feasibility studies were common and quality assessment ratings were often low. Outcome measures included physical activity, academic performance, and feasibility. Few studies collected qualitative data or investigated teaching staffs’ experiences. To better inform design, implementation, and evaluation of future evidence-based interventions, carefully controlled studies engaging a range of university stakeholders are needed.