The connection between mathematics and statistics is an important aspect in understanding college students' learning of statistics because studies have shown relationships among mathematics attitudes and performance and statistics attitudes. Statistics attitudes, in turn, are related to performance in statistics courses. Little research has been done on college students' perceptions of their mathematics and statistics experiences. To fill this gap, a phenomenographical study of 12 college students with self-identified negative attitudes about statistics was conducted to understand their perceptions of their previous mathematics and statistics classes. An integrated approach to data analysis was conducted in two phases. First, themes emerged from an inductive analysis. Second, the six recommendations from the Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report (2005) were used as a priori categories as an organizing framework for coding the data. Themes that emerged from the researchers' analysis of the data were changing attitudes about statistics, defining the nature of statistics, seeking help, and blaming the teacher. The GAISE recommendations did not appear to be realized in the statistics classes taken by these students in various programs of study. Implications of these findings are discussed and recommendations for further research are suggested. In understanding students' experiences from their perspectives, statistics educators can improve pedagogy and student learning.