Millennials and Generation Zers make up the majority of the undergraduate population in universities and colleges. These generation cohorts are better educated and more technologically inclined compared to prior generations. Even with these characteristics, undergraduate accounting enrollment has declined. Moreover, employers have seen a skill gap among recent graduates. To find a probable solution to this problem a systematic review was utilized. The research question was, "What pedagogical strategies can higher education instructors develop to improve the next generation of accounting practitioners?" A literature review related to accounting, pedagogy, and instructing millennials and Generation Zers supported the analysis in finding common themes among the evidence. Using the theory of andragogy as the theoretical lens, three themes were identified that support the development of pedagogical strategies for higher education instructors to improve future accounting practitioners: issues in accounting, information distribution, and pedagogy. The results of this review revealed three recommendations for implications by higher education instructors: utilize technology as a supplemental pedagogical strategy, transition to a student-centered classroom, and employ the active learning pedagogical strategy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]