Globalization of higher education has significantly increased cultural diversity within accounting classrooms, resulting in heterogeneous student cohorts with varied learning styles, communication preferences, and educational expectations. Accounting education, traditionally characterized by rule-based instruction and standardized assessment, faces challenges in accommodating these differences while maintaining academic rigor and professional relevance. This study explores the intersection of cultural diversity and learning styles in accounting classrooms, examining how cultural backgrounds influence learning preferences and academic engagement. Using a conceptual and integrative literature review methodology, the paper synthesizes research from accounting education, cross-cultural pedagogy, and learning theory. A conceptual framework is proposed to explain the relationship between cultural diversity, learning styles, teaching strategies, and learning outcomes. The study finds that culturally responsive and inclusive teaching practices significantly enhance comprehension, participation, and performance in accounting education. The paper concludes with pedagogical recommendations for educators and policymakers to foster inclusive and effective accounting classrooms.