Financial literacy refers to the ability to make informed judgements and to take effective decisions regarding the use and management of money. A baseline survey carried out by the Financial Services Agency (FSA) in 2006 highlighted many issues: (1) 29% of 16-4-year-olds said they would not know how to prepare and manage a weekly budget; (2) 19% of 22-4-year-olds have short-term debts of over 5,000 British pounds; (3) 62% of young people said if they got into money trouble or debt they would not be able to name any advice or support services they could turn to; and (4) 94% of 16-year-olds believe it is important to know how to manage money; only 53% have been taught how to (Atkinson, A., McKat, S., Kempson, E. and Collard, S. (2006) "Levels of financial capability in the UK: results of a baseline survey." London: Financial Services Authority). Financial literacy education aims to give learners this ability at a variety of levels. However, it is acknowledged that despite expansion in financial literacy provision in the education and community sectors recently, and important developments in accreditation, the extent of both provision and accreditation available to learners in further education in England is patchy and piecemeal (Coben, D., Dawes, M. and Lee, N. (2005) "Financial Literacy Education and Skills for Life." London: NRDC). During a project at York College, trial sessions in financial literacy were delivered to some 80 learners. Evidence was gathered in these sessions by several methods, such as observation of teaching and learning, end-of-session discussion rounds, feedback from questionnaires and interviews with tutors and learners. The evidence pointed to the following conclusions: (1) learners responded with interest and engagement and wanted to know more; (2) managers responsible for curriculum delivery thought it relevant to their learners and wanted it to continue; and (3) financial literacy proved to be an excellent vehicle for delivering key skills in an interesting and relevant way. This guide is aimed at practitioners seeking to expand their teaching provision and faculty and curriculum leaders seeking innovative and engaging programmes. This guide will also be of interest to the following staff in FE colleges: (1) basic skills providers, since it affords excellent opportunities for literacy and numeracy activities; (2) learning support teams, since it benefits greatly from delivery using ILT; (3) curriculum leaders, since it enhances vocational courses and offers excellent opportunities for building key skills; (4) faculty managers, since aspects of financial literacy education benefit from cross college co-operation; (5) learners, since it addresses the challenge of the real world, engaging them in their own future; (6) key skills managers and/or co-ordinators; and (7) those already delivering financial literacy education within an FE environment. (Contains 2 figures.)