It is acknowledged that there are connections between language use and mathematics in mathematics education, and the potential challenges this issue can pose have been investigated by researchers. Yet how the challenges can be overcome in statistics classrooms, where language is even more important as a medium of instruction, has received very little scrutiny. This article reports on research carried out in three New Zealand largely Pasifika dominated Year-12 classes. Findings from the teacher reflection aspect of the study indicate that teachers can struggle with how to use home language and real-life contexts to maximise learning in their classrooms. Some strategies to incorporate students' home language in their learning worked better than others. However, more research is needed to explore language issues and the barriers they might present in statistics education in greater depth.