Most teacher education programs do not incorporate financial education preparations into courses required for early childhood, elementary education, and middle level candidates. The authors of this manuscript explore the reasons for this omission, particularly the mathematics education component, and clarify the issues surrounding this decision. They argue that financial education represents a valid curriculum concern and that inadequate personal finance literacy and mathematics standards exist. In addition, they discuss that elementary and middle schoolteachers generally lack understandings of the content, that teacher preparations inadequately educate teachers to teach about this content, and that a pedagogical shift is needed to affect meaningful change. They call for revisions of traditional mathematics pedagogies to address this challenge so that K-8 students may begin to exercise the responsibility for prudent financial decision-making that they will need in future years.