Across four sections of an upper level reseach class (n=57) took the Attitudes Towards Statistics (ATS) scale (Wise, 1985) and 69 students took a test to measure statistical ability. Students from four classes took the ATS before and after participating in the activity. Two of those classes took a knowledge measure before the activity (n=38), while the other two took it after (n=31). The Attitudes Towards Statistics questionnaire has 29 items that fall into two subscales, Attitudes Toward Field and Attitudes Toward Course. The items are 5 point Likert style with items such as, “I feel statistics will be useful to me in my profession,” and “The thought of being in a statistics course makes me nervous.” The measure of statistical ability was created for the class and has 15 questions. Several of these questions deal with identifying independent vs. dependent variables, identifying the level of measurement, and choosing the most appropriate type of analysis for analyzing the data. Three t-tests were conducted: one for each of the ATS subscales, and one for the measure of statistical ability.The null hypothesis for each was that the mean difference between pre and post was equal to zero. • ATS-Field: µ = 3.385, t = 2.66, p = 0.0103 • ATS-Course: µ = 1.404, t = 1.29, p = 0.202 • Ability: µ = 0.012, t = 0.35 p = 0.731 While the evidence does not suggest that the activity increased the students’ abilities’ or desires to take a statistics course, it does support the claim that the activity improve student attitudes towards the field of statistics. Future research may look into the effect this activity has on student abilities in regards to statistical programs. This activity is intended to be a spring board for other instructors as they seek to provide engaging ways for their students to learn and experience statistics.