The study analyses the investment behavior of college teachers in Kerala who are working in aided, government and unaided colleges. The comparative study considers the demographic characteristics of those employed along with income, risk-taking capabilities, and their overall financial competencies. With rising significance concerning financial literacy and strategies of investments, it is interesting to explore how this particular professional community goes about its finances in the context of how economies and societies function. It attempts to examine the degree of incidences in investment pattern differences that are as a result of job stability, sheer affiliation to an institution, earning, and security in self-employment as may affect aided and unaided college teachers differently. The study will also attempt to show how these variables, in particular, educational level, work-family balance, culture, and traditions, affect strategy implementation in this industry. The research adopts a mixed-methods design which includes both quantitative surveys and qualitative interviews. The qualitative part of the study encompassed a set of structured questionnaires which were administered mainly to a number of college teachers from both college, aided and unaided institutions, information was solicited from them regarding their portfolio investments, risk tolerance appetite, financial goals as well as their demography. A closer look at the findings reveal some variations in investment behavior and preferences which are linked to job security and employment benefits, with agencies who are paid on a commission basis exhibiting more eagerness to take risks in anticipation of enhanced rewards. More so, the results emphasize the role of education level and availability of resources in determining investment policy.