This action research study addresses the observed disparity in student performance between theoretical and practical assessments in Foundation Accounting at the National University of Samoa. The project implemented an integrated teaching method designed to enhance engagement by balancing theoretical and practical applications. An analysis of student performance and preferences revealed a clear demand for this blended approach, a finding corroborated by 2024 student survey data. The research concludes that such a balanced methodology not only makes learning more engaging but also equips students with the necessary professional skills, thereby informing the development of a more effective and inclusive accounting curriculum for learners.