The purpose of this quantitative study was to identify the relationship between culture, family socioeconomic status and community infrastructure to financial knowledge and behavior of Native American high school students in Montana, New Mexico, and South Dakota. A secondary analysis of survey data gathered in the 2008 Oweesta Jump$tart Study was analyzed by conducting an ANOVA comparison of means. The National Jump$tart survey was administered at high schools with a high population of Native American students in Montana, New Mexico and South Dakota. In the original study, questions were added to the survey instrument to collect demographic data. This dissertation is a detailed analysis of the research findings and literature related to financial literacy, financial education, financial behavior, Native American culture, family socioeconomic status and community infrastructure. The theoretical foundation for this study is based on Bandura's social learning theory with the premise that learning occurs through reciprocal interaction of environmental, behavioral and personal factors. Results of this study found a relationship between culture, family socioeconomic status and community infrastructure and financial knowledge. A weak relationship was found between financial behavior and the independent variables. The researcher recommends using findings to develop a financial education curriculum that incorporates collaboration with families and community to provide an opportunity to increase financial literacy skills of Native American high school students. Further study is suggested to determine influences on financial behavior.