The present study aimed to investigate the statistical literacy perceptions of instructors who teach undergraduate statistics courses in different disciplines. Participants of the study were consisted of nine instructors of the introductory statistics course from nine different undergraduate programs. Data were collected by the help of the interviews. Instructors were asked to answer the questions about statistical literacy definitions, organization of the course content, "issues" emphasized or avoided by instructors in teaching statistics, "and" instructors' post-course expectations from their students. Qualitative data was categorized under five main themes based on the interview questions and data was analyzed through statistical literacy components and their aspects. The instructors' ultimate expectations from the students and the issues they emphasized during the courses are mostly stated in relation with statistical literacy. They provided less information related statistical literacy about two themes: course content and the issues they avoid. Recommendations from this study include reviewing and revising statistics course content and methods to reveal the components of statistical literacy.