To teach statistics, teachers must attempt to overcome pedagogical obstacles, such as dread, anxiety, and boredom. There are many options available to teachers that facilitate a pedagogically conducive environment in the classroom. The current study examined the effectiveness of incorporating scripted stories and humor into statistical method selection skills. Over two semesters, students were taught various concepts either through traditional lecture, humor, or through the use of scripted fictional stories. The overall results indicate selection skills were higher for statistical concepts that were taught using stories. This suggests that statistics instructors should consider using scripted stories to improve students' ability to select the appropriate statistical technique for a given situation.