The effects of previous mathematics, statistics, and computer science coursework; attitudes toward statistics and computers; and mathematics ability on statistics achievement were studied for 289 college students over 4 semesters. A secondary purpose of the study was to determine the effect of the computer laboratory component of an inferential statistics class on students' end of course attitudes. Instruments were administered to determine attitudes toward statistics and computers, anxiety about statistics, algebra and mathematics skills, and biographical data. The proportion of variance in statistics achievement accounted for by the following parameters was not statistically significant: (1) attitudes toward computers; (2) attitudes toward statistics; (3) mathematics background; (4) computer science background; (5) mathematics ability; (6) statistical anxiety; and (7) Graduate Record Examination scores (available for only 83 students). Coefficient alpha reliabilities are reported for each of the scales used to measure attitudes and abilities. No statistically significant differences were found between students taught with a computer laboratory and those taught without the computer component for attitudes toward statistics, but those taught by computer exhibited more positive attitudes toward the computer and less statistical anxiety at the end of the course. Five tables present study findings. Contains 18 references. (SLD)