Accounting educators in emerging markets operate at the intersection of rapidly changing professional standards, uneven institutional resources, massified higher education, and diverse student preparedness. While global bodies and professional associations increasingly emphasize competency-based education, analytics, ethics, and technology-enabled practice, many institutions in emerging contexts face constraints that hinder the design and delivery of contemporary accounting curricula. This study develops a conceptual synthesis of challenges faced by accounting educators in emerging markets and proposes a “Constraint–Capability–Change” framework explaining how structural constraints (funding, infrastructure, policy, accreditation pressures) translate into pedagogical limitations (assessment quality, curriculum relevance, research integration), and ultimately shape graduate capabilities (professional judgment, digital literacy, ethical reasoning). The paper contributes a typology of challenges organized across macro (policy and regulation), meso (institutional capacity), and micro (classroom practice) levels, and offers pragmatic interventions—including low-cost digital toolkits, authentic assessment designs, faculty development models, and industry partnerships—to strengthen accounting education quality. Implications for universities, regulators, accreditation agencies, and professional bodies are discussed..