Background: In many developing countries transitioning from agricultural to industrial-based economies, financial literacy has emerged as an important determinant of overall household economic stability. For the teachers in Ghana, however, financial challenges remain, including the low and erratic nature of their salaries, few options to save and poor financial planning. Although there are increasing numbers of two-income households, there is little research into how household income structures mediate the relationship between financial literacy and stability, specifically within the context of educators working in rural areas. Objective: This study examined whether or not dual-income families act as mediators of the relationship between teachers' financial literacy and their financial stability in the Kwahu East District of Ghana. Methods: The research methodology used was a quantitative cross-sectional survey based upon a multi-stage sampling strategy, which selected 394 public basic school teachers. Questionnaires, both structured and standardised, were completed by the participants, and data were then analysed using descriptive statistics, Pearson correlations and mediation analysis using PROCESS macros. Results: Financial literacy had a significant positive effect on teachers' financial stability (β = .355; p < .001), and dual-income families acted as a significant mediator in this relationship (β = .449; p < .001). There was also a significant relationship between teachers' financial literacy and dual-income family status (β = .596; p < .001). Teachers with greater levels of financial literacy tended to engage in better savings practices, better manage debt, and have greater financial confidence. Although financial literacy's influence on dual-income households was statistically significant, its actual size of effect was smaller than it would have been if other socio-economic variables had not intervened, such as the inconsistent payment of teacher salaries and teachers' limited financial access. Conclusion: Financial literacy is a strong determinant of teachers' financial stability, and dualincome family status is an important mediating factor. The findings expand our knowledge of household financial dynamics in Sub-Saharan Africa and provide evidence of the necessity for teachers' financial education programs to be designed and implemented in ways that take into account the diverse needs of teachers from varying household structures.