The internationalization of higher education has significantly transformed accounting classrooms into culturally diverse learning environments. Students from different national, linguistic, ethnic, and educational backgrounds now interact within the same academic spaces, creating both opportunities and pedagogical challenges for accounting educators. This research paper examines teaching accounting in multicultural classrooms by exploring instructional strategies, cultural learning differences, communication barriers, assessment practices, and learning outcomes. Using a comprehensive review of global literature, supported by conceptual frameworks and practical examples, the study highlights how culturally responsive pedagogy enhances student engagement, ethical awareness, and professional competence in accounting education. The paper further proposes a multicultural accounting teaching model integrating inclusive curriculum design, adaptive assessment, and intercultural competence development. The findings contribute to accounting education scholarship by offering actionable insights for educators, curriculum designers, and policymakers seeking to improve teaching effectiveness in culturally diverse academic contexts.