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Why, when entering an academic environment do we remember more often those things that entertain, enthuse, motivate, and, most importantly, focus us? The Pathways Commission recommends that academicians transform the first course in accounting and one approach as outlined herein, does just that. The first accounting course plays a significant role in attracting diverse and high-potential students into the profession. We introduce the integration of music into accounting principles pedagogy, and analyze its effect on students’ enthusiasm, motivation, and retention.

Using a pre-post instrument with experimental and control groups, we test the efficacy of using music to enhance the understanding and retention of accounting concepts. Additionally, we present qualitative data to further support the effectiveness of this pedagogical approach. The results support the hypothesis that infusing music into the accounting principles classroom creates a better environment for students to enjoy, get excited about, and focus on the topic.

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