Financial literacy has attracted significant interest in the past decade with researchers predominantly adopting a knowledge and skills-based perspective on this complex phenomenon. Theoretical diversification has the potential to facilitate greater understanding and by extending the literacy as a social practice framework to the domain of finance, this study seeks to examine how financial literacy manifests itself in farming enterprises. It is exploratory research that conceptualises the financial literacy of farmers as a social practice that is situated within a particular socio-cultural setting. Using in-depth multiple case analysis, it explores financial literacy in five Irish farms over the course of a year. The study makes four important contributions to the field of financial literacy. Firstly, the study is original in applying a social practice lens to financial literacy in a business context. It extends Barton and Hamilton’s (1998) social theory of literacy to financial literacy and develops an empirical structure of its various dimensions. Secondly, it provides new theoretical insights on how temporality, role assignment, and power influence farmers’ financial literacy practices. Thirdly, the study provides new empirical evidence of the importance of institutional influence, historical issues, and temporal pressure in understanding the financial literacy practices that farmers engage in. Finally, for practitioners, it provides the first farm financial calendar derived from farmers’ financial literacy practices and highlights the importance of a social practice, rather than skills driven, approach to farmer financial training.