This project describes the implementation of Process-Oriented Guided-Inquiry Learning [POGIL] in a financial literacy-themed first-year orientation course and compares the learning gains from this method vs. traditional lecture. Students enrolled in four sections of the course received instruction either through lecture or POGIL. Results revealed that controlling for pre-existing mathematical literacy, students’ scores on daily quizzes, major assignments, and course examinations were not significantly different between the two methods. However, analysis of course evaluation scores revealed a strong student preference for traditional lecture. These findings are interpreted both within the context of prior research on POGIL in other disciplines and the only prior publication on POGIL in financial literacy education.