In the context of increasing competition among higher education institutions, two critical goals emerge: attracting more students and reducing dropout rates. To achieve these, continuous improvement of teaching quality and the alignment of pedagogical approaches with student needs are essential. However, identifying what learners truly need is not straightforward. Adapting to expectations should not result in the uncritical fulfilment of every student request, especially when these are contradictory or misaligned with effective learning strategies.

This study explores the impact of several teaching adjustments introduced in the Financial Accounting 2 course at a Hungarian business school. These changes were implemented based on instructors’ prior experiences and aimed at supporting student success more effectively. A two-year survey (n=430) was conducted to assess students’ satisfaction with the course requirements and supporting materials, as well as their self-perceived success.

The findings indicate a generally consistent level of satisfaction and perceived achievement across both years. However, when students were asked to suggest further improvements, their responses revealed a wide range of often conflicting preferences. This outcome supports the initial assumption that directly responding to all explicit expectations is neither practical nor beneficial. Instead, educators should aim to implement solutions that support the majority of students in achieving effective and meaningful learning outcomes.

Keywords: Student satisfaction, financial accounting education, perceived success, genuine learning needs.