Career readiness has emerged as a central concern in accounting education due to rapid transformations in the profession driven by digitalization, regulatory complexity, globalization, and evolving employer expectations. Accounting graduates are increasingly expected to possess not only technical accounting knowledge but also transferable skills such as communication, critical thinking, ethical judgment, and technological proficiency. This study explores the concept of career readiness among accounting graduates by examining key competencies, curriculum alignment, pedagogical practices, and stakeholder expectations. Using an integrative review of academic literature, professional body reports, and employability frameworks, the paper develops a conceptual model linking accounting education inputs to career readiness outcomes. The findings indicate that while accounting programs provide strong technical foundations, gaps persist in soft skills development, experiential learning, and digital readiness. The study offers practical recommendations for educators, institutions, and policymakers to enhance career readiness through curriculum redesign, industry engagement, and competency-based assessment. The paper contributes to accounting education literature by synthesizing fragmented research into a coherent framework for improving graduate employability.