This paper examines differences between Chinese and Canadian accounting students' perceptions of academic experiences and expectations. The emerging adults from Chinese (n=862) and Canadian (n=434) universities expressed their opinions by responding to a survey including questions rating various aspects of their university experiences, academic expectations, preferences to work independently or collectively, and support from professors. Results indicate there were marked differences in all four categories between the two samples. The study aims to offer insight for educators and institutions in preparing tomorrow's accounting professionals to work and compete on a global scale and abide by technical and ethical standards.