Emotions play an important part in learning and are known to influence human development. The positive emotions of enjoyment and interest are thought to contribute to learning in distinctive ways, yet this distinction tends to be blurred in some learning research. This paper explores the role these two emotions play in the development of children's statistical literacy. It focuses on the responses of 220 middle-school children to just six self-descriptions, three assessing interest and three assessing enjoyment. Analysis of these responses suggests that the two emotions are difficult to differentiate empirically, but that differences in reported levels of enjoyment and interest may depend on students' perceptions of competence in the specific tasks with which they are engaged. Implications of this for teachers and researchers are discussed.