Anxiety about statistics can result in impaired performance, mental anguish, and avoidance of statistics courses needed for professional advancement. The purpose of this study was to examine the relationship of the anxiety felt by students in graduate statistics courses to their characteristics and to the teaching strategies used by their instructors to reduce anxiety in the statistics classroom. Participants in the study were 178 students in graduate courses at the University of Southern Mississippi during the 1995-96 academic year. Multiple regression analysis revealed that 37% of the variability in the anxiety score on the Revised Mathematics Anxiety Rating Scale could be explained by the following variables: mathematics preparation, number of years since last mathematics course, perception of mathematical ability, proficiency in calculator use, computer anxiety, expected grade in department in which the course was taken, level of the course, major, age, gender, and teaching strategies for reducing anxiety in the statistics classroom, as measured by the Alleviating Statistics Anxiety Assessment. Independently, mathematics preparation, perception of mathematics ability, proficiency in calculator use, and gender were statistically significant predictors of statistics anxiety. (Contains 5 tables and 36 references.) (Author)