Numerous studies have been conducted using the Survey of Attitudes Toward Statistics-36 (SATS-36). Recently, large-scale assessment studies have begun to examine the extent to which students vary in their statistics attitudes across instructors. Yet, empirical evidence linking student responses to the SATS items to instructor-level constructs is still lacking. Using multilevel confirmatory factor analysis, we investigated the factor structure underlying the measure of students' statistics attitudes at both the student and instructor levels. Results from 13,507 college students taught by 160 introductory statistics instructors support a correlated six-factor model at each level. Additionally, there is evidence for the structural validity of a shared teacher-student attitude impacts construct that may capture meaningful patterns of teaching characteristics and competencies tied to student development of statistics attitudes. These findings provide empirical support for the use of the SATS-36 in studying contextual variables in relation to statistics instructors. Implications for educational practice are discussed.