The authors of this article studied the effects of game-based financial education approaches using a sample of lower-secondary school students in Finland. The sample consisted of 640 students from 42 schools in different areas of the country. The authors focused on three different game-based interventions using a pre- and post-intervention survey design. They compared the effects of the interventions (and their combinations) to a control group that received only traditional teaching. They found robust effects with respect to knowledge gained from game-based approaches. However, the effects on self-reported financial behaviors were weak.