To address the problem presented in this research, the purpose of this embedded mixed methods case study was to explore accounting students' perceptions about the efficacy of using authentic assessment to determine how and to what extent experiential learning in the curriculum contributes to their preparation for certification and work in the accounting profession. The following central research question guided this investigational embedded case study: What are accounting students' perceptions about the efficacy of using authentic assessment to determine how and to what extent experiential learning in the curriculum contributes to their preparation for certification and work in the accounting profession? To address this question and its accompanying sub-questions, the researcher followed a mixed methods, explanatory sequential data collection design, gathering data from accounting students and alumni by using a a survey and a focus group with selected participants, as well as artifacts from student participants' classroom experiences in the Internal Revenue Service's (IRS) Volunteer Income Tax Assistance (VITA) program. An analysis of the collected data led to numerous quantitative and explanatory qualitative findings. The data from the sources and data collection methods utilized were triangulated and coordinated to present results that ultimately addressed the central research question of the study. Further synthesis of the results led to the conclusion that experiential learning opportunities, especially when coupled with authentic assessment of such opportunities, are crucial to providing the learning and knowledge needed to prepare students for certification and work in the accounting profession. Furthermore, the results led to the conclusion that authentic assessment of the experiential learning project (ELP) known as the IRS VITA (Volunteer Income Tax Assistance) program does improve individual taxation knowledge, and especially confidence in that knowledge, but traditional classroom learning is still needed to prepare for certification and work in this area of the field. It was these final conclusions that led to implications and recommendations for practice and future research surrounding narrowing the perceived gap between accounting education and the workforce. [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.]