This study examines high school students’ perspectives on Financial Literacy Education (FLE) in Sweden, assessing its role in fostering financial independence, inclusion, and agency. Based on qualitative interviews with 12 students aged 16–18, the findings indicate notable gaps in formal FLE, particularly in its practical relevance, inclusivity, and attention to the socio-emotional dimensions of financial challenges. Participants described relying on informal financial socialization through family and peers, though access to these resources varied, potentially reinforcing financial inequities. Drawing on Brantefors and Quennerstedt’s (2016) framework of children’s rights, this study explores how FLE can contribute to provision rights by offering practical and equitable financial education, protection rights by addressing financial exclusion and mitigating financial risks, and participation rights by integrating youth perspectives into curriculum development. By incorporating financial citizenship principles and adapting FLE to diverse socioeconomic realities, this study underscores the need for a more transformative and inclusive approach that empowers youth as active participants in economic and social life. These findings contribute to ongoing debates on how FLE can address systemic inequities and support youth in navigating financial complexities.