Financial independence is a crucial part of professional and personal well-being for teachers; however, many educators face perennial financial constraints due to salary incapacity, limited investment knowledge, and inadequate institutional support. This study mapped the pathways to financial independence of public school teachers in Iloilo, Philippines, through a qualitative systematic review and focus group discussions. Following the PRISMA framework for literature selection, with thematic analysis supported by NVivo, key identified themes are: structured financial education, access to investment guidance, and policy-driven salary improvements. Results indicated that while teachers make room for budgeting, saving, and alternative incomes, systemic barriers in the forms of flat-lined wages and financial insecurity deeply impede stability in the long run. The coherence of the financial literacy gaps in literature and as experienced in life further cements this observation, hence making this study call for the integration of financial literacy programs into teacher education, institutional financial counseling, and policy reforms for sustainable financial independence. This therefore calls for future research to be longitudinal, with comparative analysis across different systems, in order to develop best practices for financial empowerment in the teaching profession.