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This study examines the correlation between taking a financial literacy class in high school and an individual’s actual financial literacy. It is inspired by the recent Kentucky House Bill 342, which mandates that a financial literacy class be taken during high school. According to recent studies, Generation Z scores the lowest on a financial literacy index among the past three generations. To address this, many U.S. states have introduced mandatory financial literacy classes in K-12 education. In 2025, Kentucky joined the 30 states that mandated a financial literacy class for a high school diploma. The Kentucky House Bill 342 selects a range of topics that provide a foundation for a young adult's understanding of the financial world; however, opponents of the bill question the need and effectiveness of state-mandated financial literacy education. In support of Kentucky House Bill 342, it is hypothesized that those who have taken a financial literacy class in high school will perform better in overall financial literacy than those who have not. To investigate this hypothesis, a survey is administered. The goal of the survey is to discover any correlation between individuals who have taken a financial literacy class and those who exhibit financially literate traits. These traits manifest in comprehension of financially literate theory and the practical application of financially literate habits. The survey results did not align with my hypothesis that financial literacy classes in an individual’s high school translate into better financial literacy confidence and applicable skills, but did affirm the hypothesis that those who have received high school financial literacy classes do have a slightly superior understanding of financial theory.