Individuals with intellectual disabilities (ID) encounter challenges in their everyday life, particularly in managing finances due to the abstract nature of financial knowledge. Navigating financial tasks is a key part of independent living, and developing financial skills can enhance autonomy and agency for individuals with ID. This research used a qualitative approach to explore co-designing with individuals with ID on a visual-based financial literacy workbook that could support them in managing their finances. We conducted fourteen sessions with six individuals with ID across three phases: (1) individual interviews, (2) group co-design sessions, and (3) user testing sessions. The study employs a thematic analysis of transcripts, complemented by narrative and visual analyses of drawings and workbook artifacts. The findings are organized around three themes. Theme 1: Participants prioritized having multiple ways (drawing, writing, or both) to engage with the workbook rather than any specific types of illustration. Theme 2: With the facilitator’s guidance, peer sharing in the group setting, and workbook diagrams and content designed from participants’ feedback, the abstract financial concepts were grounded in more concrete ways. Theme 3: Simulated stories and tracking expenses helped participants to practice financial knowledge. These themes were synthesized into a learning pathway that moves from building an understanding of financial knowledge in the group setting with the facilitator, to practicing it through simulated stories, and finally to applying and reflecting on it in real-life situations. This pathway supported participants in learning and practicing financial literacy. This study presents a practical workbook that can be implemented in future financial literacy programs. This also demonstrates the value of co-designing through drawing as a research method for creating accessible learning material.