The purpose of this study was to learn what parents of young adults with intellectual and developmental disabilities (IDD) communicate in terms of financial literacy (skills, knowledge, attitudes, and behaviors); and how their financial literacy perceptions compare with their student's. This research builds on prior parental socialization of finances to include persons with IDD. Data for this study included a survey which was adapted from Jorgensen (2007) and administered to both parents and their post-secondary student. A focus group consisting of a smaller sample of parents was used to learn how parents encouraged their child's acquisition of financial knowledge, attributes, behaviors, and influences. This study extends research on parent-child communication about money to the special education population and offers practical implications for communicating financial matters.