The introductory accounting course is required of all business students to give them an understanding of the language of business so they can make informed decisions when in management positions. The course also represents the biggest stumbling block for business students, as noted by the combined failure and withdrawal rate of 25-45%. Although there have been many requests over the past 40 years from employers within the accounting industry to change course delivery and content coverage, widespread change has not occurred. The business industry will continue to lose potential employees to other disciplines until changes are made to this course. This paper focuses on how the introductory accounting course is delivered. In April of 2020, an online survey was administered to accounting faculty teaching the introductory course in a face-to-face setting. The data collected in this exploratory quantitative correlation study was used for two purposes. First, factor analysis using the principal component method was utilized for data reduction and verification of Chickering and Gamson's faculty survey construct. Standard multiple regression was then used to determine faculty demographic, experience, and employment characteristics which predict the use of effective teaching methods in the introductory accounting course. Results indicated that gender, annual pedagogical training, employment status, and institutional enrollment (two- or four-year) were all significant individual predictors of faculty perceived use of effective teaching methods. Second, because gender has been shown to significantly influence teaching approaches and attitudes toward professional development, perceived faculty demographic, experience, and employment characteristics that predict the use of effective teaching methods in the introductory accounting course were examined by gender. Results indicated annual pedagogical training and employment status were significant individual predictors of female faculty's perceived use of effective teaching methods, while there were no individual predictors of male faculty's perceived use of effective teaching methods. The results of this study support prior research related to gender in higher education and recommendations made by the Accounting Education Change Commission. The study extends research related to perceived effective teaching methods used in the introductory accounting course. Higher education administration can use the results of this study when hiring. Accounting departments can use the results for staffing decisions related to the introductory accounting course and faculty development departments can refine faculty development offerings to accounting faculty. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]