This study aimed to examine the relationships between the perceived difficulty of statistics, mathematics anxiety, previous mathematics achievement, and achievement goals with statistics anxiety and achievement in statistics. The Statistics Anxiety Rating Scale and the Abbreviated Math Anxiety Scale were translated and used for assessment. An online questionnaire was administered to a sample of 315 undergraduate students in social studies or the first three years of integrated social studies programs in Croatia. The questionnaire included the Abbreviated Math Anxiety Scale, the Statistics Anxiety Rating Scale, the achievement goals scale, and the perceived difficulty of statistics scale. Demographic data, statistics achievement, and previous mathematics achievement were also collected. The two-factor structure of the Abbreviated Math Anxiety Scale was obtained, with high internal consistency reliability of α = .91 for the whole scale. The Statistics Anxiety Rating Scale showed structure of a six first order factors and one superior factor, with high reliability for all six subscales ranging from α = .83 to α = .97. Perceived difficulty of statistics, mathematics anxiety, high school mathematics grade, performance-avoidance goal, and work-avoidance goal were significant positive predictors while mathematics achievement on the state graduation exam and performance-approach goal were negative predictors of statistics anxiety, explaining a total of 60.7% of the variance. Mathematics anxiety, high school mathematics grade, and performance-approach goal were significant positive predictors of achievement in statistics and perceived difficulty of statistics was negative predictor, explaining a total of 33% of the variance.