For many learners, boredom is an everyday phenomenon in class. Although, a medium to high degree of educational boredom is predominant, the current state of research barely subjects this topic in school context, especially with regard to the professional and economic educational area. Due to the fact that negative consequences related have been observed in the past, educational boredom is worth to be more focused in detail. Thus, this master thesis concentrates on reasons why boredom appears in the accounting subject, which consequences are caused by this phenomenon and which recommendations can be derived for accounting teachers to better handle educational boredom for future situations. Following on an introduction given in chapter one, the second chapter defines the term ‘boredom and allocates it as emotion. In addition, general reasons for boredom and models for its appearance are discussed. By concentrating on its origin, its degree and its symptoms as well as on related coping strategies of learners and teachers, the chapter subsequently focuses on boredom in the educational context. The third chapter of this master thesis deals with characteristics of boredom and demonstrates critical points possibly given in traditional accounting education. Furthermore, it focuses on the degree of boredom in accounting education classified into situational and personal causes. The final chapter four includes the consequences of boredom in accounting education regarding the educational experience and learning success. Basing on the findings made within this master thesis, practical recommendations for accounting teachers regarding their behavior and their instructional design are finally given.