The demand for university education to produce good graduate students for emerging nations to deal with global adjustments in the learning environment looks to be increasing as global technological advancements accelerate. Although, educational institutions could evolve technologically to increase students' potential to differentiate, particularly in mathematics and vocational education. As Accounting is concerned, it is one of the undergraduate courses that incorporate learning from other disciplines as well as vocational education. Nevertheless, student outcomes in accounting have remained inadequate, owing to high dropout rates and low engagement due to insufficient teaching techniques, resulting in weak sensory thinking skills needed for success. therefore, the purpose of this article is to bridge the gap by investigating an authentic-based multimedia learning environment to improve student engagement in the teaching of accounting education in Nigerian higher institutions. Constructivist learning methodologies are being investigated in conjunction with Mayer's cognitive theory of multimedia learning, cognitive engagement theories, and behavioral engagement theories in order to solve these challenges, which is critical for engaging students in many emerging nations. For this analysis, 90 respondents were chosen from a total population of 120 undergraduate accounting students. Data was collected through questionnaire surveys and semi-structured interviews with open-ended questions. The study's results are important for instructors and administrators who seek to increase student participation in multimedia learning environments in their classroom teaching. Future studies could emphasize on the difficulties of adopting authentic-based multimedia learning while keeping students engaged. To conclude, the federal government, higher education officials, curriculum designers, and accounting teachers are all working together to boost student engagement in Nigeria's multimedia learning environment, as shown in this article.