This study, conducted at the University of Memphis (Tennessee), compared the effects of a self-paced method of instruction on the attitudes and perceptions of students enrolled in an undergraduate statistics course with those of a comparable group of students taking statistics in a traditional lecture setting. The non-traditional course used a modified version of the Personalized System of Instruction. Students learned the material at different rates using the standard of unit perfection before advancing, retesting as necessary, and criterion-referenced testing. Many of those enrolling in the course were non-traditional students and female. The study surveyed 105 graduate and undergraduate students and of these, 18 were in the self-paced course and the others were in the traditional introductory course. The "Survey of Attitudes Toward Statistics" was used to assess students' attitudes before and after course completion. A comparison of post-test attitude scores found no significant difference in attitude between students enrolled in the self-paced statistics course and those in the traditional course. A test of attitude differences between males and females also found no significant difference between these two groups. Eleven tables provide additional detail on the study's findings. (Contains 15 references.) (JB)