Sourced from a review of generally recognised problems in accounting education, the aim of the research discussed in this paper is to help ensure that students are well equipped to enter the profession. This research forms part of a curriculum renewal initiative within the business faculty of a multi-campus regional university, and involves the redesign of an undergraduate course in accounting. Guided by design-based research methods, the implementation of the redesigned course is documented, analysed and evaluated. Research findings suggest favourable results, as highlighted in the students' perceptions of their learning experience, and as evidenced in the significant improvements to students' academic performance. The experience reported in this paper may serve to advance understandings of learning innovation in accounting education, and promote the adoption of apprenticeship-style learning in the classroom.