The new secondary Australian mathematics curricula have more statistics than the existing Queensland senior mathematics curricula. This paper discusses the attitudes to, and preparedness for, aspects of the implementation of the Australian Senior Mathematics Curricula within a group of Sunshine Coast (Queensland) mathematics educators. We found on the evidence presented that teachers value the importance of statistics, and see how technology can assist with teaching and learning statistics, but teachers are ambivalent towards statistics and feel less competent to teach statistics.