College students appear to have statistics anxiety, and even negative attitudes, strongly related to learning, knowledge, and further interest in statistics. This study investigated social work students' attitudes toward statistics and correlated academic factors. The pseudo mixed-methods survey of 196 social work students revealed mixed feelings about statistics. The respondents perceived statistics to be difficult, complicated, and even irrelevant, but moderately accepted its value and usefulness. Future use of statistics in their careers was significantly predicted by mastery of basic statistics, positive experience with statistical courses, perceived value, and interest. Additional qualitative findings suggested effective teaching and learning strategies for research and statistics. Results overall suggest that, via creative instructional modes, social work educators generally strive to help reluctant students appreciate the value of statistical knowledge and skills in their current fields.