Financial education programs have been developed for a variety of groups, including workers, women, high school students, and broader adult audiences. (For a review of programs, see Braunstein & Welch (2002) and Todd (2002).) Organizations offering financial education need to show that their programs make a difference. Program evaluation, based on the systematic collection and analysis of objective, reliable, and valid program data, is the best way to document program success Oacobs, 1988). While it is recognized that educational programs must conduct evaluations to show their impact, few organizations have the resources to conduct even the most minimal evaluation, let alone a rigorous, formal evaluation. Consequently, current evaluation efforts by financial education programs have been observed to be somewhat limited (Fox, Bartholomae, & Lee, 2005), leaving much to be learned about the most effective means of program delivery in financial education.