This paper examines the pedagogical and organisational changes three lead teachers made to their statistics teaching and learning programs. The lead teachers posed the research question: What would the effect of contextually integrating statistical investigations and literacies into other curriculum areas be on student achievement? By finding the significance of statistics nested within mathematics and other curriculum learning areas, the teachers increased their own value of statistical content and contexts and this impacted positively on the statistical achievement outcomes of their students. (Contains 6 tables and 2 figures.)