This study examines the impact of the mobile application “Muhcep” developed by an academic team including the author, on learning success and perceptions of the learning process in accounting education. The rapid proliferation of digital technologies in higher education, particularly the ability to learn independently of time and place via mobile devices, has increased the importance of digital learning environments in courses such as accounting, which require intensive repetition, application, and conceptual integrity. The Muhcep application enables students to follow the content of the General Accounting course in a mobile environment, reinforces learning with quizzes at the end of each topic, and allows topics to be reviewed with YouTube-supported videos. Within the scope of the research, a semi-experimental study was conducted with a total of 127 students enrolled in the Accounting and Tax Applications and Business Management programmes at Balıkesir University Vocational Schools. In the experimental groups, education was supported by the Muhcep application, while traditional methods were used in the control groups. Regular quizzes were administered to students over eight weeks, and their performance was evaluated. Descriptive findings showed that students' perceptions of the application were quite positive, and that video content, quizzes, and the opportunity for repetition, in particular, enhanced learning. T-test analyses revealed that the experimental groups achieved significantly higher success compared to the control groups. Two-way ANOVA findings showed that the use of Muhcep had a highly significant effect on success; gender had a lower level of effect, but the interaction effect was insignificant. In conclusion, it has been determined that the Muhcep application makes a strong contribution to improving learning outcomes in accounting education, increases student motivation, and supports the pedagogical potential of digital learning.