Research-led teaching has emerged as a transformative pedagogical approach in higher education, emphasizing the integration of active research into teaching and learning processes. In accounting education, this approach is particularly significant due to the discipline’s evolving regulatory environment, increasing reliance on professional judgment, and demand for analytical and ethical competencies. This paper explores the concept, models, and pedagogical implications of research-led teaching in accounting education. Using an integrative literature review, the study examines how research-informed curricula enhance student engagement, critical thinking, and employability. The paper also identifies implementation challenges and proposes a framework for embedding research-led teaching in accounting programs. The findings suggest that research-led teaching bridges the gap between accounting theory and practice while preparing graduates for complex professional environments.