In general, anxiety has been found to be associated with motivational beliefs and the current study investigated multivariate relationships between statistics anxiety and motivational beliefs among 305 college students (60.0% women). The Statistical Anxiety Rating Scale, the Motivated Strategies for Learning Questionnaire, and a set of demographic questions were used to collect the data. Results show that the first canonical correlation was 0.62 and accounted for approximately 39% overlapping variance and the second was 0.35 and accounted for more than 13% overlapping variance. Results indicate that students who had higher levels of task value, self-efficacy, and intrinsic goal orientation and lower levels of test anxiety displayed lower levels of statistics test anxiety, computational anxiety, fear of statistics instructor, fear of asking for help and interpretation anxiety and more positive attitudes towards statistics (i.e., lower scores indicating more positive attitudes). Results are discussed in relation to current literature.