This study is based on the expectation that higher education should not only develop cognitive abilities but also foster balanced moral character. However, in practice, a gap still exists between academic achievement and individuals’ moral quality. Therefore, this research aims to analyze the process of developing children’s entrepreneurial character through financial literacy within the family environment, which gradually occurs from childhood to adolescence. This study employs a descriptive qualitative approach using a case study method. Informants were selected through purposive sampling, consisting of parents who implement financial literacy practices within the family and junior high to senior high school students who experience this process. Data were collected through text-based semi-structured interviews (chat-based in-depth interviews) and literature review. Data analysis followed the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation involving parents’ perspectives, children’s experiences, and theoretical frameworks. The findings show that financial literacy within the family plays an important role in shaping children’s entrepreneurial character gradually. This process occurs through habituation, direct experience (learning by doing), and parental role modeling. These practices contribute to the development of self-regulation, delayed gratification, responsibility, independence, and financial self-efficacy in children. Furthermore, children’s involvement in family economic activities strengthens their productive orientation and entrepreneurial interest during adolescence. The study also reveals that entrepreneurial character formation is a continuous process from the golden age period through adolescence. The novelty of this research lies in its emphasis on the longitudinal development of entrepreneurial character within the family context, as well as the integration of financial literacy, social habituation, and children’s economic experiences within a single analytical framework.