Low financial literacy is a growing problem in young adults, which has effects throughout adulthood (Amagir et al., 2018). Record low personal savings rates, a shift toward increased personal responsibility for retirement, and increasing student loan balances put financial decision-making demands on young adults that have lifelong impacts (Lusardi & Mitchell, 2014). Financial education at the college level, if correctly developed, is part of the solution to this issue. Prior studies show that financial literacy attainment occurs primarily through social and familial experiences outside the classroom. Colleges may create additional socialization supports and opportunities via their financial literacy programs that can include seminars, minicourses, counseling, and peer advisors. This study utilizes Bolman and Deal's (2016) four-frame model to examine the organizational aspects of the implementation and sustainment of financial literacy programming in the setting of a 6-year-old financial literacy program at a small Midwestern college. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]