Despite public support for personal finance instruction in high school, its effectiveness has not been firmly established. The current study investigates instructional approaches as a reason for these inconsistent outcomes by comparing survey responses of business education, family and consumer sciences, and social studies/economics teachers. The study framework suggests differences in the three disciplines' identities and individual teacher preferences. Findings confirm discipline-specific approaches to personal finance instruction with regard to content, information sources, time investment, and teacher and student characteristics. In addition, a link emerged between college-based teacher preparation and teachers' ability to respond to the challenges of personal finance instruction.