The purpose of the present short report is to investigate the correlates of statistics anxiety. The sample consisted of 151 first- and second-year-level female students in the department of educational sciences enrolled in statistics-related courses. The findings indicated that a priori anxiety of statistics was not reduced by acquaintance with the subject, nor was students' willingness to further study of statistics affected by this experience. Furthermore, grades in statistics were neither related to statistics anxiety nor to willingness to pursue further study of statistics. Inductive reasoning ability was significantly related to statistics anxiety but not to mathematics anxiety.