This paper reviews the literature on factors affecting students' performance in undergraduate statistics courses for the social sciences. Statistics anxiety and attitude have been linked to one's performance in statistics classes. Math factors, such as anxiety and attitude, may have an impact on performance in statistics classes, but the relationship is unclear. Computer experience reduces the anxiety and improves the attitudes of some students, but it is important that the experience be positive. The research on gender identity as a predictor of performance in statistics courses, is unclear, whereas gender differences in statistics achievement are tied to the outcome measures used (i.e. examination grades or course grades). Directions for future research, especially with regard to attitudes and gender identity, are discussed. (Contains 82 references.) (Author/SLD)