Financial literacy is becoming recognized as a multi-dimensional ability to go beyond knowledge to encompass financial attitudes and skills, as well as financial habits. The present study aims to explore the role of Financial Knowledge (FK), Financial Attitude (FA), and Financial Skills (FS) in predicting Financial Habits (FH) among women teachers of Sikkim. A structured 24-item instrument based on the Knowledge, Attitude, Skills and Habits (KASH) framework was used to gather data from 364 women teachers. The analysis is a combination of exploratory factor analysis and partial least squares structural equation modelling (PLS-SEM). The results of the measurement assessment indicate acceptable convergent validity in all four measures as well as composite reliability, although some aspects of the results need to be interpreted with caution, such as the relatively low Cronbach's alpha for Financial Attitude and high HTMT values for some pairings of constructs. The structural model shows that Financial Attitude has a positive relationship with Financial Habits with the result of β = 0.297, t = 5.442, p < 0.001, Financial Knowledge has a positive relationship with Financial Habits with the result of β = 0.383, t = 7.347, p < 0.001, and Financial Skills has a positive relationship with Financial Habits with the result of β = 0.238, t = 4.934, p < 0.001 are statistically significant. The path coefficient for Financial Knowledge is the highest. The model accounts for 62.3% of the variance in Financial Habits (R² = 0.623), and the predictive relevance of the model is good, as Q²predict = 0.611. The results indicated that the problems of financial behavior of women teachers need to be tackled with an integrated approach that involves knowledge, financial attitudes, and financial skills. The study also features the more general contribution of the financially literate women teachers to financial education for students, families and communities.