This paper describes an intervention at the 8th grade level where university mathematics researchers presented a series of lessons on introductory concepts in probability and statistics. Pre- and post-tests, and interviews were conducted to examine whether or not students at this grade level can understand these concepts. Students showed a significant gain in knowledge as evidenced by the improvement from pre to post-test. However, some question responses were limited and the interviews indicated some of the barriers to learning that students encountered. Acknowledging these barriers will enhance the learning experience that teachers provide their students and will promote an awareness of the diversity of learning styles and preferences present in any given group of students. In addition, appropriate background material should be provided and assimilated by the students in the early stages of an intervention. (Contains 1 table.)