Sometimes what colleges and universities must do to generate revenue is consistent with their academic goals. But often they must choose one over the other. The financial transaction that produces most educational revenue in the United States is "cash-for-credits." Many states allocate their own funding by the credit hour as well, amplifying business incentives produced by tuition. With "cash-for-credits," institutions that want to increase revenue either have to raise the price per credit, enroll more students, or sell more credit hours. "Cash-for-credits" does not offer a sustainable foundation for other things that public higher education must do (focus on low-income students, offer courses in high-cost technical and scientific disciplines, invest in advising and long-term academic planning, give credit for work at other institutions, and coordinate with potential employers). This paper discusses: (1) Types of higher education budgets; (2) Existing financial system supports; (3) Alignment and conflict between institutions and students; (4) Incentives and behavioral economics; (5) Aligning incentives in institutional and student revenue sources; (6) Realigning incentives in state and local appropriations; (7) Realigning incentives in tuition and financial aid; (8) Indiana financial aid reform; (9) Monthly payment plans; (10) Aid like a paycheck; (11) Aligning incentives by redefining the higher education service; and (12) Finance, progress, and outcomes.