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In Kristin Lidstrom鈥檚 business classes at Hamilton Southeastern High School in Fishers, the finance lessons quickly become personal.

鈥淭hey begin thinking about their own spending habits, future goals, or even what they鈥檙e seeing at home,鈥� Lidstrom said. 鈥淐oncepts like interest rates or debt suddenly carry weight when they realize how long it can take to pay something off or how quickly costs can grow.鈥�

Not every student will pursue business after Lidstrom鈥檚 class. But all of them can apply the lessons they鈥檝e learned from business class in their future career paths, she said.

And Indiana wants all high school students to start thinking about what those paths will look like beginning in high school. The state will have in 2029 that emphasize career learning and financial literacy.

Lidstrom鈥檚 own career journey started with studying marketing at Indiana University鈥檚 Kelley School of Business. But she found the path she wanted to pursue through volunteering in schools, and combined it with her passion for business to become a teacher.

Now the business department chair at Hamilton Southeastern with 22 years of experience in the district, Lidstrom has been piloting an AP Business with Personal Finance class this year, which is open to grades 9-12. The course, which is set to roll out nationwide in the 2026-27 school year, has the backing of the Indiana Chamber of Commerce and local employers.

Read more below about Lidstrom鈥檚 class at Hamilton Southeastern High, and the projects that students complete pitching business ideas and putting together a realistic budget.

These answers have been edited for length and clarity.

What does a typical day look like in AP Business with Personal Finance? How is this class different from other AP courses?

A typical day in this class is very active and hands-on. The course is intentionally designed with a project-based learning approach, so while there are occasional moments of direct instruction, most of the time students are learning by doing, working through real-world scenarios, collaborating with peers, and applying concepts in meaningful ways.

What really sets this course apart from other AP classes is that it鈥檚 less about memorizing content and more about developing skills. Students are consistently engaging in problem-solving, critical thinking, and communication, which mirrors how business actually works outside the classroom.

One of the anchor projects in this course is an entrepreneurship business plan that students build from the ground up, centered around solving a real problem.

Students start by identifying a need 鈥� something they鈥檝e observed in their own lives, school, or community. From there, they develop a product or service to address that need and work through the full business planning process. This includes defining their target market, analyzing competitors, creating a marketing strategy, and building out basic financials.

What makes this project especially meaningful is that it鈥檚 not hypothetical in the traditional sense. Students are expected to make realistic decisions, justify their choices with data, and adapt as they encounter challenges along the way.

The project leads to a presentation where students pitch their business as if they were seeking investment. It鈥檚 a great example of a real-world scenario because it requires them to bring together everything they鈥檝e learned.

The culminating project in the course is a financial-adviser simulation, in which students take on the role of advising a client through real-life financial decisions.

What makes this project impactful is that students have to think holistically and justify their recommendations based on the client鈥檚 situation. It pushes them to apply what they鈥檝e learned in a realistic context and communicate their reasoning clearly.

Have you seen any moments where the material 鈥渃licked鈥� in a real-world way for students?

One of the biggest 鈥渃lick鈥� moments is around things like compound interest or saving for the future. When students see how small, consistent decisions can significantly impact their financial situation over time, it changes how they think. They start asking better questions, making more intentional choices in simulations, and connecting it to real-life decisions they鈥檒l be making soon.

It鈥檚 in those moments you can tell it鈥檚 no longer just a class, it鈥檚 something they see as directly relevant to their lives.

What do your students hope to do after high school and has taking this course changed the way they think about money, entrepreneurship, or next steps?

My students have a wide range of plans after high school. Some are heading to four-year colleges, others to community college or trade programs, and some are eager to jump straight into the workforce or start something of their own. What this course does is give all of them a stronger sense of direction and confidence in those next steps. While not all students will pursue business after high school, they all come away with an appreciation for how business acumen can support them in any career path.

How does the course support students in meeting Indiana鈥檚 new diploma requirements?

This course directly supports Indiana鈥檚 new diploma requirements by fulfilling the Personal Finance requirement, ensuring all students graduate with a strong foundation in money management, credit, and financial decision-making.

As an AP Career Kickstart course, it also helps students begin building a purposeful pathway early in high school. It encourages them to pursue additional AP coursework, putting them on track toward earning Honors and Honors Plus Seals. By starting that progression earlier, students are more prepared and confident as they move into more rigorous AP classes, while also developing practical, real-world skills that connect to both college and career opportunities.

If you could adjust one thing about how business or personal finance education is taught nationwide, what would it be?

If I could adjust one thing, it would be to make business and personal finance education more consistently rooted in real-world application rather than theory. Students don鈥檛 just need to know what a budget, credit score, or interest rate is, they need to actively use those concepts in realistic scenarios. When students are making decisions, experiencing the consequences, and reflecting on those choices, the learning sticks in a much deeper and more meaningful way.

I鈥檇 also push for this type of learning to happen earlier and more consistently across grade levels. By the time students are making real financial decisions, they should already feel confident navigating them, not encountering the concepts for the first time. Ultimately, the goal should be to move beyond exposure and toward true readiness, so students leave school not just informed, but capable.

What鈥檚 the best teaching advice you鈥檝e ever received, and how have you put it into practice?

The best teaching advice I鈥檝e ever received is to never do for students what they can do for themselves. In practice, that鈥檚 shaped how I structure my classroom in a big way. Rather than stepping in with answers, I focus on asking questions, creating space for productive struggle, and designing experiences where students have to think, decide, and reflect.

It can be uncomfortable at times (for both the students and me) but that鈥檚 where the real learning happens.

In a course like this, it means students aren鈥檛 just learning concepts, they鈥檙e applying them, making mistakes, adjusting, and building confidence along the way. Over time, you can see them become more independent, more thoughtful, and more willing to take ownership of their learning, which is ultimately the goal.

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