Since the Great Recession of 2008 though the end of 2013, the U.S. economy can be described as one with an uncertain future that is currently in a state of flux. Therefore, there is a wide-spread call for improved financial literacy. This study was conducted to determine the most effective means to teach postsecondary students to become financially literate critical thinkers capable of making personal financial decisions. This study sought to determine if the personal characteristics of postsecondary students have a bearing on their financial knowledge, behavior, and philosophy, which could impact the design and delivery of financial literacy based curriculum. This study begins with an introduction of this subject that is comprised of data, perspectives, and opinions of academic scholars, financial service industry specialists, and government officials. This study also includes the input of postsecondary students from two postsecondary institutions and insights from 9 postsecondary graduates. Based on the primary and secondary research, this study concluded with the notion that there is not a significant difference in the personal financial knowledge, behaviors, and philosophies of postsecondary students. Further, based on the results of the survey used to conduct the quantitative portion of this study, postsecondary students scored just above 50% on questions that tested their financial literacy and critical thinking skills. All 9 postsecondary graduates called for a series of non-traditional theoretical and practical based activities that teach a combination of financial knowledge and critical thinking skills based on their assortment of experiences since graduation. Therefore, the study demonstrates a need and a want for this type of curriculum at the postsecondary level. Based on these conclusions, this study presents a series of implications as it relates to the world of education at the K-12 and postsecondary level and the financial services industry. Finally, this study presents a series of recommendations that describes what type of curriculum and instructional strategies should be delivered to students at the postsecondary level in order to prepare them for the personal financial decisions they will have to make throughout the course of their life.
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