Professional judgment and ethical reasoning are foundational competencies in accounting, auditing, finance, and management, yet they are often taught implicitly or treated as “soft skills” rather than systematically developed, assessed, and reinforced across curricula. This paper proposes a competency-based framework for integrating professional judgment and ethical reasoning skills into professional education programs. Drawing on moral psychology, ethical decision-making theory, and professional standards, we present a pedagogical model that links domain knowledge, cognitive biases, stakeholder analysis, and values-based reasoning to real-world decision contexts characterized by uncertainty, ambiguity, and competing incentives. Using a design-oriented synthesis approach, we develop an instructional architecture that combines case-based learning, dilemma simulations, reflective writing, structured debate, and evidence-based assessment. The framework emphasizes (1) judgment under uncertainty, (2) ethical sensitivity and issue recognition, (3) principled reasoning using professional codes and public interest obligations, and (4) accountability through documentation and transparent communication. We also propose an assessment system using rubrics, oral defenses, portfolio evidence, and scenario-based tasks that reduce academic integrity risks and strengthen skill transfer to professional practice. The paper concludes that professional judgment and ethical reasoning improve most when embedded longitudinally across courses, aligned with authentic workplace dilemmas, and supported by iterative feedback rather than isolated ethics modules.