The purpose of this convergent mixed method study was to determine whether or not there is a difference in the perceived and actual financial literacy scores of millennials. Exploring the following research questions and hypotheses helped to expand knowledge around actual financial literacy and several other characteristics, including perceived financial literacy, especially among millennials (individuals born between 1981 and 1996): RQ1: What is the difference between millennials' actual and perceived financial literacy scores? RQ2: To what extent do socioeconomic status, gender, and having a bank account predict millennials' financial literacy scores? H0: There is no relationship between millennials' socioeconomic status, gender, banking status and their financial literacy scores. RQ3: What video delivery methods (if any) are millennials using to gain financial literacy knowledge in informal learning environments? Millennial participants (N = 207) were asked to complete a survey. Participants' perceived financial literacy scores were higher than their actual financial literacy scores. While males had higher perceived financial literacy ratings, females accounted for the majority of participants who scored four or above on a 5-point scale for actual financial literacy. Although, the null hypothesis was incorrect, the independent variables used in the ANOVA tables accounted for less than 15% of financial literacy scores. One hundred twenty-one millennials (58.5%) reported viewing a financial video versus 86 (41.5%) who reported not viewing financial videos. Eighty-one percent of participants reported watching financial videos at their homes. To create a lasting impact that can progress financial literacy and informal learning, more knowledge is needed.