Texts presenting novel statistics can shift learners attitudes and conceptions about controversial science topics. However, not a lot is known about the mechanisms underlying this conceptual change. The purpose of this study was to investigate two potential mechanisms that underlie learning from novel statistics: numerical estimation skills and epistemic cognition. This research investigated two treatments--a numerical estimation and epistemic cognition intervention--that were expected to enhance people's ability to make sense of key numbers about climate change. Results indicated that undergraduate students (N = 516) who were given instruction on numerical estimation strategies before shown novel climate change statistics had fewer misconceptions when compared with people who did not. Findings provide emerging evidence that supporting mathematical reasoning skills can enhance conceptual change in science. [For the complete proceedings, see ED629884.]