This qualitative phenomenological study engaged 20 young, low-income credit union members who participated in financial education classes at Denver Community Credit Union. The study explored learning experiences that generated changes in money management behaviors and sought evidence of transformational learning in a nonformal education setting. Themes from participants' interview answers appear under three core themes and seventeen sub-themes. Core theme 1: Indicators of money-management behaviors: five sub-themes included: examine and plan savings habits, track spending habits and rethink before buying, learn how credit works, learn how to pay off credit, and avoid adding new credit. Core theme 2: Steps in transformational learning: six sub-themes included: experienced dilemmas resulting from high debt and low income, accomplishment via experiencing improved money management habits, inform, write about, and discuss money issues, identify irresponsible and out of control financial habits, become confident and self-accountable, and positioned to lead others. Core theme 3: Perceived transformational learning: six sub-themes included improved self-awareness and financial control, experienced dilemmas resulting from loss of income and high debt, experienced discontent with lack of knowledge, experienced discontent with unclear goals, experienced discontent with unmanaged credit, and plan spending, budget, and then act. Young, low-income credit union members changed their money management behaviors and experienced transformational learning as a result of their financial education experience at Denver Community Credit Union. A set of teaching/learning sequences are proposed and explained. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]