Student motivation and engagement are critical determinants of learning effectiveness, academic performance, and retention in higher education. In accounting programs, maintaining high levels of student motivation and engagement remains a persistent challenge due to perceptions of the discipline as technical, rule-based, and examination-driven. This paper examines the key factors influencing student motivation and engagement in accounting education and explores pedagogical strategies that foster active learning and sustained interest. Drawing on self-determination theory, expectancy–value theory, and student engagement models, the study proposes an integrated conceptual framework linking curriculum design, teaching practices, assessment methods, and learning environments to student engagement outcomes. The paper highlights challenges faced by accounting educators and offers evidence-based recommendations for enhancing motivation and engagement in accounting programs. The study contributes to accounting education literature by emphasizing the strategic importance of learner-centered pedagogy in improving academic success and graduate preparedness.