Lifelong learning has become an essential attribute for accounting professionals due to rapid changes in technology, regulatory frameworks, and global business practices. Accounting education plays a pivotal role in cultivating a lifelong learning orientation among graduates, enabling them to continuously update their skills and knowledge throughout their careers. This study examines how accounting education fosters lifelong learning orientation by analyzing curriculum design, pedagogical approaches, assessment practices, and professional socialization. Drawing on an integrative review of academic literature, professional accounting body frameworks, and higher education policy documents, the paper develops a conceptual model linking accounting education practices with lifelong learning outcomes. The findings reveal that while technical competence remains central, reflective learning, self-directed learning, and professional ethics significantly influence lifelong learning orientation. The study offers recommendations for educators and policymakers to embed lifelong learning capabilities within accounting curricula, ensuring sustained professional relevance and adaptability.