Curriculum alignment between university accounting programs and professional bodies has become a strategic priority as employers demand job-ready graduates who can demonstrate technical competence, professional skills, ethical judgment, and emerging capabilities (e.g., data, technology, sustainability). This paper examines alignment across three influential reference points: (1) the International Federation of Accountants (IFAC) International Education Standards (IES), which specify learning outcomes for initial professional development and are used globally as a benchmark for the profession, including standards for technical competence and professional values/ethics; (2) the Association of Chartered Certified Accountants (ACCA) Qualification, including its Ethics and Professional Skills Module (EPSM) and professional-level assessments; and (3) CPA frameworks and examinations, illustrated through the CPA Competency Map (Canada) and CPA Evolution’s Core + Discipline licensure model (US). IFAC’s IES articulate principles and learning outcomes that professional accountancy organizations can interpret for national contexts, while ACCA and CPA systems operationalize competencies through modular syllabi, professional skills training, and assessment blueprints. This study proposes a competency-based alignment model and an actionable curriculum mapping method that universities can use to (a) audit course-level learning outcomes, (b) reduce duplication and coverage gaps, (c) strengthen authentic assessment, and (d) assure stakeholders of graduate readiness. Practical guidance is provided for course design, assessment redesign, governance, and continuous improvement, alongside an illustrative alignment map and implementation roadmap