Accounting education plays a vital role in preparing graduates for professional practice, public accountability, and economic development. Public and private higher education institutions contribute significantly to accounting education, yet they differ in governance structures, funding mechanisms, pedagogical approaches, and stakeholder expectations. This paper presents a comprehensive comparative analysis of accounting education in public and private institutions. Drawing upon institutional theory, human capital theory, and accounting education literature, the study examines differences in curriculum design, teaching quality, resource availability, industry engagement, student outcomes, and equity considerations. A conceptual framework is proposed to explain how institutional characteristics shape accounting education quality and graduate employability. The paper highlights strengths and limitations of both public and private institutions and offers policy and pedagogical recommendations to enhance accounting education across sectors