Gender perspectives in accounting education have gained increasing scholarly and policy attention due to persistent disparities in participation, academic experiences, career progression, and leadership representation within the accounting profession. While accounting programs worldwide have achieved near gender parity in enrollment, significant gender-based differences continue to shape classroom dynamics, learning experiences, specialization choices, and professional outcomes. This research article critically examines gender perspectives in accounting education by synthesizing theoretical frameworks, empirical research, and pedagogical practices. The study explores gender differences in learning styles, participation patterns, assessment outcomes, and career aspirations, and analyzes the role of curriculum design, teaching practices, and institutional culture in reinforcing or mitigating gender inequalities. A conceptual framework is proposed to integrate gender-inclusive pedagogy into accounting education, emphasizing equity, representation, and reflective teaching. The paper concludes that embedding gender perspectives within accounting curricula and teaching practices enhances educational equity, enriches learning experiences, and supports the development of a more inclusive and socially responsive accounting profession.