The aims of this paper are to determine the validity and reliability of SASTSc scale as an instrument to measure students' attitudes that monitors affective components relevant to learning the disciple of statistics with the help of technology and its impact on students' career in a Greek sample. Initially, it consisted of 28 items concerning 5 conceptual subscales which measure students' attitudes concerning Statistics Cognitive Competence, Technology Cognitive Competence, Learning Statistics with Technology, Value of the disciple and Emotions. In particular, the paper reports the responses of 123 Greek students from the department of Preschool Education of the Western Macedonia University in Greece. The results of the present study provide the final scale, which consisted of the all the 28 items of the initial SASTS Scale and for which strong evidence was ascertained.