Financial literacy education (FLE) typically focuses on teaching skills and capabilities that promote individual wealth accumulation—for example, the importance of working, budgeting and saving. In this article, we argue the need to move from an individual wealth accumulation focus in FLE to a praxis approach to FLE. We outline the shortcomings of the conventional approach to FLE and develop a conceptual framework for a praxis approach to FLE. We view praxis as the moral, ethical and caring aspect of teaching. Using the conceptual framework, we argue that a praxis approach to FLE includes full attention to: how financial decision-making affects others and self; acknowledging that some life decisions are not financially rewarding; understanding that improving financial mathematics skills and capabilities may not equate to an increase in income; how SES affects an individual’s ability to save and maintain long-term saving; and the ways in which gender, culture, values, psychological state, socioeconomic class and ethics shape identity and their impact on financial decision-making.