This paper attempts to clarify how a Web technology-based approach (eStudy approach) affects students' attitudes towards (1) studying mathematics/statistics, and (2) perceiving the very idea of the eStudy approach. A group of Finnish polytechnic students (n=53) participated in an experimental course in mathematics/statistics. Attitude questionnaires were presented to the students at the beginning (pre-test) and end (post-test) of the study course. The effects were measured by the attitude changes from pre-test to post-test. The attitudes towards studying mathematics/statistics showed neither overall nor between-group changes (groupings by gender, ICT-orientation, mathematical background). The overall attitudes towards the eStudy approach developed in the negative direction. However, significant between-group differences were found: the attitudes of (1) female students, (2) students with a higher ICT-orientation, and (3) students with a stronger mathematical background developed negatively while the attitudes of (4) male students, (5) students with a lower ICT-orientation, and (6) students with a weaker mathematical background developed positively. Web technology seems not to be a particularly attractive platform for studies of mathematics/statistics, holding different attractions for different student groups; those with a better basis for studying the given content seem to be less attracted by it. (Contains 4 tables.)