Statistics is one of the most common topics across disciplines and levels of study. This is mainly due to a rise in need for students to apply analytical skills in almost any academic area or profession. The statistical component of academic programmes is considered critical, and it is listed as one--if not the--focal point of higher education. Lessons learned by researchers in the teaching of statistics reveal much about the variety of obstacles faced by lecturers and students, such as statistics anxiety, negative attitudes, deficits in maths backgrounds, and expectations. To this end, Batanero (2004) expressed the need for continued work on identifying and addressing these problems explicitly. This particularly included distinguishing statistics from maths and learning more about the nature of issues in statistics education across disciplines. Common goals from published work on teaching statistics classes include overcoming obstacles presented by anxieties, beliefs, and negative attitudes toward statistics. A limited but growing amount of work has been done to confront each of these and characterise the affect on learning and applying ways to address problems in teaching statistics. In this article, the author presents results that were selected from a comprehensive series of studies of statistics education in undergraduate psychology. The main focus of the overarching study was to determine the nature of statistics anxiety and attitudes toward statistics by using multiple measurements and analyses. (Contains 2 tables and 2 figures.)