Australian 2nd-year psychology students were surveyed 4 times regarding their attitudes to statistics, achievement goal orientations, statistics self-efficacy, outcome expectancies, past performance, and statistics test anxiety. Data were collected in the 2nd and 12th weeks of 1st and 2nd semester (semester = 13). There were 161 participants at Time 1 (89.4% response rate), of whom 131 remained at Time 3 (the start of 2nd semester). Models predicting statistics performance from these belief and goal variables were derived from achievement goal and social cognitive theories. Results confirmed the importance of self-efficacy, attitudes, goals, and anxiety to statistics achievement in psychology undergraduates.