Statistical education is a very important area of research because it builds knowledge and promotes innovation in the courses of this discipline. Based on the advances in this area, changes in the content and approaches of the courses at all educational levels have been promoted in several countries. In this study, we examine programs of introductory statistics courses at the higher education level, seeking to characterize the state of statistical education for non-statisticians in Mexico. The extent to which the Statistical Learning Goals (MAEs) were addressed was explored. Included in the study were 410 statistics course programs from various Mexican institutions. A checklist was constructed to assess the extent to which MAEs were considered in the programs; that is, indicators of the degree of consideration of each of the goals were constructed. Exploratory and descriptive analyses were carried out to identify the extent the goals were met, followed by multiple correspondence analysis to identify associations with the program identification variables. The results showed that the MAEs were applied very little in Mexico, especially those that refer to the development of statistical thinking and culture; the exceptions were the goals of organizing data, building tables and graphs, as well as calculating descriptive statistics. For all this, it was concluded that there is much work to be done on this issue in Mexico.