The National Strategy for Financial Literacy report released in 2020 by the U. S. Financial Literacy and Education Commission (USFLEC) crafted a new definition of financial education (FE). The report defines FE as the process by which "people gain information, skills, confidence, and motivation to act through various means including classroom education, one-on-one counseling and coaching, technology-based intervention, and self-study" (p. 2). This article aims to answer the question: "How can adult motivation to learn FE be enhanced, reinforced, and channeled?" The focus here is on presenting a framework for enhancing motivation to learn FE. This article provides evidence-based instructional practices for motivating individuals to learn FE; they are adaptable to either face-to-face or online formats. Wlodkowski's (2008) motivational model is especially relevant to teaching and learning because it considers culture and context as integral parts. The guiding principles of the model are suitable for finances because money is a topic that requires attention, intrinsic motivation, inspiration, and meaning. This article offers tools FE educators can use in their instructional designs for adult audiences in formal or informal classroom settings.