Graduate students are faced with some difficulties in determining statistical methods to be used in their assignments and researches and this leads to anxiety in them. In this study, it was aimed to examine the relationships between statistical anxiety and metacognitive awareness levels of graduate students studying in the field of mathematics education and to compare these levels in terms of some variables. The research study group consists of 101 students studying at the master's and doctorate levels in the department of mathematics education and participated in the research voluntarily. As a data collection tool in the research, Statistical Anxiety Scale (SAS) and Metacognitive Awareness Scale (MCAS) were used. In the analysis of the data, descriptive statistics, ttest, ANOVA and Correlation Coefficient were used. According to the research results, it was determined that there is a negative and moderately significant relationship between statistical anxiety and metacognitive awareness levels of graduate students studying in the field of mathematics education. As a result of the analyzes, it was observed that the statistical anxiety and metacognitive awareness of the students were high, the statistical anxiety and metacognitive awareness levels differed statistically according to the variables of graduate education level and stage of graduate education, but did not differ significantly according to the variables of gender and taking statistics course.