World War II marked the beginning of an ideological and technical revolution in business management. In the early 50's, some of the first results of this change became apparent in the form of new data processing and operations research techniques. At that time, unfortunately, it was not generally concluded that these changes in managerial attitudes and processes would ultimately affect accounting education. Throughout the early 60's, the continuance, and indeed the acceleration, of the revolution in business practices has become evident. With this realization has come increasing recognition that changes in accounting education must also result. It is fair generalization that the pattern of accounting education has changed very little in recent years. Frequently, the accounting curriculum in the typical undergraduate business school of today largely follows the pattern of the 1930's. Textbooks and course content, even though subject to periodic re-evaluation and revision, are not essentially different from those of a couple of decades ago. Systematic consideration of the future requirements of the future accountant has been worked into the educational pattern of only a relatively few institutions. If the above statement is alarming, it is meant to be. The case for needed changes in business education in general, and in accounting education in particular, is clear. A number of recent studies document the education problem and make significant proposals for change.