Financial education is an important life skill and successful implementation of financial literacy (FL) education hinges on several factors, such as school management’s support, training of teachers and resources for teaching and learning. This study aims to examine the efficacy of the Theory of Planned Behaviour (TPB) to explain teachers’ intention to teach financial literacy. One hundred and forty-seven teachers completed a self-report survey questionnaire after they had attended a financial literacy programme. Results revealed that, among the variables included in the study, behavioural intention was significantly influenced by attitude and perceived behavioural control, which were, in turn, influenced by perceived usefulness, perceived ease of learning, and facilitating conditions in varying degrees. Overall, the extended Theory of Planned Behaviour (TPB) explains 58.5% of the variance in behavioural intention to teach financial literacy among teachers in Singapore.