This paper focuses on the curriculum links between statistics and science that teachers need to understand and apply in order to be effective teachers of the two fields of study. Meaningful statistics does not exist without context and science is the context for this paper. Although curriculum documents differ from country to country, this paper uses extracts from three countries: Australia, New Zealand and the USA. The statistical ideas from the "Australian Curriculum: Mathematics," the "New Zealand Mathematics and Statistics" Curriculum and the US "Common Core State Standards for Mathematics" are linked to the relevant parts of the "Australian Curriculum: Science," the New Zealand "Science" Curriculum and the US "Next Generation Science Standards for States, by States." Teachers of mathematics need to be aware of the potential of science to provide meaningful contexts within which to set statistical investigations. Similarly, teachers of science, who are developing methods for implementing investigations and experiments in their classrooms, need to be aware of the close ties to statistical tools for decision-making.