This study investigates the integration of English language skills in Saudi Arabian accounting education by employing a quantitative descriptive research design to examine faculty and student perceptions. Data were collected through validated questionnaires, distributed electronically to 18 faculty members using convenience sampling and 167 students using stratified sampling, ensuring diverse representations across gender, academic levels, and professional experience. Descriptive and inferential statistical analyses were conducted to evaluate perceptions and identify potential differences across demographic variables. Descriptive statistics provided mean scores and levels of agreement for various aspects of English integration, while independent sample t-tests and one-way ANOVA assessed differences based on gender, education level, experience, and university level. The findings revealed high faculty satisfaction with English integration but identified moderate perceptions of its implementation, particularly regarding assessment and curriculum design. Students expressed very high appreciation for English language integration, emphasizing the necessity for additional resources and practical applications to enhance their academic and professional preparedness. No statistically significant differences were observed in faculty perceptions across demographic groups or student perceptions across academic levels, suggesting consistent views shaped by institutional policies and practices. These findings reaffirm the importance of English proficiency in preparing students for global business environments, highlighting the need for enhanced instructional strategies and resources. Future research should investigate the long-term impacts of language integration and extend its focus to other business disciplines to provide a comprehensive understanding of its role in education.