Learning anxiety and academic stress are pervasive concerns in accounting education, driven by curriculum complexity, high-stakes assessments, professional expectations, and negative student perceptions of accounting as a difficult discipline. Persistent anxiety not only undermines academic performance but also affects student well-being, motivation, and long-term engagement with the accounting profession. This paper examines the nature, sources, and impacts of learning anxiety and stress among accounting students and proposes a pedagogical framework for mitigating these challenges through curriculum design, assessment reform, instructional practices, and institutional support. Drawing on cognitive load theory, achievement anxiety theory, and self-determination theory, the study synthesizes prior research and professional education discourse to develop a holistic intervention model. The paper contributes by integrating psychological perspectives with accounting pedagogy and offering actionable strategies—such as scaffolded learning, formative assessment, reflective practices, and supportive learning environments—to reduce anxiety while maintaining academic rigor.