This study was designed to determine if the use of online curricular tools as a pedagogical supplement to an introductory accounting course would improve student accounting knowledge as compared to traditional teaching methodology. The curricular model employed course-embedded online assessments and tools that were designed to assist an accounting program in complying with assurance of learning (AOL) accreditation standards and with accounting professionals' recommendations advocating the need for active teaching approaches and the integration of technology into the delivery of accounting content. A quasi-experimental, pretest-posttest two-group design was implemented during this study, using one teacher and four existing class sections of managerial accounting taught over two semesters. For each semester, one section of accounting students served as the control group of the study, and received a traditional method of instruction, and the other section of accounting students served as the experimental group of the study, and received the same traditional method of instruction along with access to the online curricular AOL tools that were designed for use in this study. The data collection instruments employed in this study included locally developed performance pre and posttests and pre and post perception surveys. Additionally, focus group interviews were conducted at the end of each semester with students in the treatment group. Testing revealed there was no difference between the two groups at pretest, but there was a significant difference between the groups at posttest with the students in the treatment group outperforming the students in the control group. Also, the students in the treatment group overwhelmingly agreed that the AOL online curricular tools contributed to their learning. This course design may be adapted for use by other departments and institutions searching for a way to meet outcomes assessment standards without forfeiting class time or academic freedom. [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/en-US/products/dissertations/individuals.shtml.]