Accounting students need to develop personal capabilities such as critical thinking skills. To do this, they need to experience deep learning. This study examines how to support accounting students to experience deep learning. A sample of 81 students in a third year undergraduate accounting course was studied employing a phenomenographic research approach, using ten assessed learning tasks for each student (as well as a focus group and student surveys) to measure their experience of how they learn. A key finding is that it is possible to support a large proportion of students to experience deep learning through use of Assessment involving individualised, authentic learning tasks with regular formative feedback as part of an integrated set of interventions. An implication of this study is the need to support accounting students to experience deep learning in first year courses to enable them to develop personal capabilities in their later university studies.