This study examines how financial literacy education (FLE) was implemented at the school and classroom levels. A total of 32 teachers and 16 school leaders from 16 public schools across different regions in the Philippines were interviewed. Using a comparative multiple case study approach, the findings indicated that (1) teachers' implementation in the classroom was influenced by the various learner, learning, and contextual factors and that (2) school leaders confronted major implementation challenges related to staff development, instructional supervision, administration, and leadership functions despite recognizing the value of FLE. Despite implementation challenges, the study also revealed teachers' and school leaders' positive attitudes toward incorporating FLE into the K-12 curriculum. Theoretically, the findings highlight the value of teacher and school leader sense-making in successfully implementing any curriculum innovation and crafting the FLE framework. Implications for curriculum implementation and policymaking are discussed.