This study was conducted to assess, determine, and understand the financial literacy levels of public elementary school teachers in the District of Kalibo II. A descriptive research design was employed, with 178 public school teachers serving as respondents. Data were analyzed and interpreted using frequency counts, percentages, weighted means, and measures of dispersion and position to evaluate the teachers’ financial literacy awareness, challenges, and availability of resources. The primary research instrument was a survey questionnaire. Teachers showed strong awareness in budgeting, spending, saving, and investing. Notable strengths included on-time bill payments, avoidance of discretionary expenses, and maintaining emergency savings. However, practices related to advanced investments and regular budget reviews were less common. Teachers faced challenges in improving their financial profiles, with key issues including private loans, high living costs, and financial responsibility as primary breadwinners. Despite these challenges, support systems and resources for financial literacy were relatively accessible. The study recommended the implementation of the "Empower-Fin Program" to enhance teachers’ financial literacy, address critical financial challenges, and improve financial management skills through structured training and mentorship.