Inclusive teaching practices have become a central concern in higher education as institutions strive to address increasing diversity in student populations. In accounting programs, inclusivity is particularly important due to the discipline’s technical nature, professional expectations, and historically homogeneous pedagogical approaches. This paper examines inclusive teaching practices in accounting education, focusing on their conceptual foundations, pedagogical strategies, and impact on student learning outcomes. Drawing on an integrative review of existing literature, the study identifies key inclusive practices such as universal design for learning, culturally responsive pedagogy, accessible assessment, and technology-enabled support. The paper further explores challenges in implementing inclusivity and proposes a comprehensive framework for embedding inclusive teaching within accounting curricula. The findings suggest that inclusive teaching practices enhance student engagement, reduce achievement gaps, and better prepare accounting graduates for diverse and global professional environments..