This paper presents approaches to accounting education displayed by Generation Z (Gen Z) students, analysed with the purpose of determining whether such changes may require a shift of accounting education methodology. The significance of this aspect of education is evidenced in the observation that methods poorly adjusted to the requirements of their recipients lead to ineffective and wasteful use of both the academic resources and the aptitudes of students. The study was conducted using CAWI technique addressed to those students and graduates of economic courses of studies involving accounting education who were born between the years 1990-2000. With 123 valid responses collected, the project may be regarded as a pilot study. The first section of this paper presents fundamental theoretical principles employed for the evaluation of cross-generational differences in the distribution of individual properties and traits. This is followed by presentation of research methods and findings obtained from the study. The last section provides analytical evaluations of the findings and a number of conclusions. As the aspect under study proved spacious enough to invite further studies, two research hypotheses were formulated as basis for the planned continuation of this project: (1) students seem to take preference in these forms of accounting education which involve computer programs and apps, (2) problem-based learning in accounting education offers more effective development of analytical skills, improving the employment potential of students.