Statistics education is under review at all educational levels. Statistical concepts, as well as the use of statistical methods and techniques, can be taught in at least two contrasting ways. Specifically, (1) teaching can be theoretically and mathematically oriented, or (2) it can be less mathematically oriented being focused, instead, on application and the use of data to solve real-world problems. The second approach is growing in practice and new goals have recently emerged. At present, statistics courses stress probability concepts, data analysis, and the interpretation and communication of results. Understanding the process of statistical investigation is established as a way of improving mastery of statistical reasoning. In this context, a project-based approach allows the design and implementation of participating learning scenarios in order to understand the statistical methodology and, as a consequence, improve research. This approach points out that statistics is a rational methodology used to solve practical problems. The purpose of this paper is to present the design and results of an applied statistics course for PhD students in ecology and systematics using a project-based approach. Examples involving character coding, species classification, and the interpretation of geographical variation, which are the principal systematic analyses requiring statistical techniques, are presented using the results from student projects. In addition, an example from conservation ecology is presented. Results indicate that the students understood the concepts and applied the systematic and statistical techniques accurately using a data oriented approach. (Contains 7 figures and 2 tables.)