Because of their quantitative content, Finance courses are particularly difficult for business majors. Math-related material causes many students to become anxious, which can impede their learning and their performance. Also, students who think they will perform poorly on a task often do worse than those who think they will succeed. The difference is the student’s self-efficacy. This paper examines whether or not adult (25 & over) business students experience these phenomena differently than their “traditional-aged” counterparts. This exploratory study employed the Finance Anxiety Scale and the Self-Efficacy Scale to measure those characteristics. The objective of this research was to examine whether or not the critical message of finance could be made more accessible to adult learners without diluting the necessarily rigorous nature of the discipline. The results and implications of this preliminary study are discussed, as well as future research.