Accounting education has traditionally relied on lecture-based instruction and problem-solving exercises, often perceived by students as rigid and cognitively demanding. In response to declining engagement and the increasing need for active learning approaches, gamification has emerged as a promising pedagogical strategy. Gamification involves the integration of game-design elements—such as points, badges, leaderboards, challenges, and narratives—into non-game learning contexts to enhance motivation and learning outcomes. This paper examines the effectiveness of gamification techniques in teaching accounting concepts in higher education. Drawing on motivation theory, constructivist learning principles, and empirical studies, the paper proposes a structured framework for gamified accounting instruction. A mixed-method research design is outlined to evaluate learning effectiveness, engagement, and skill development. Illustrative pilot findings indicate that gamification improves student motivation, conceptual understanding, and problem-solving accuracy, particularly in introductory accounting courses. However, challenges related to assessment alignment, cognitive overload, and inclusivity are also discussed. The study concludes with practical guidelines for accounting educators and directions for future research.