The present study was conducted on 66 Gradates of psychology, from University of Karachi, to test the hypotheses that i) The higher the score on Statistics Anxiety, the lower will be the Marks in Statistics Examination, ii) Students who feel comfortable in doing mathematical calculations will scoreless on Statistics Anxiety as compared to those who do not feel comfortable & iii) Students who feel comfortable in using scientific calculators will scoreless on Statistics Anxiety as compared to those who feel uncomfortable in using it. On the day of statistics examination, when the students finished their paper, they were asked to voluntarily participate in the study, by filling in a demographic information sheet along with Statistics Anxiety Scale (SAS; Vigil-Colet, et.al, 2008), containing three domains of Statistics Anxiety i.e., Examination Anxiety, Asking for Help Anxiety and Interpretation Anxiety. Their actual examination marks were also taken after the result was announced. For hypothesis testing, Pearson’s correlations and t-tests were applied. Results of the study verified the first and the second hypotheses. However, on the third hypothesis, the result was statistically significant for only one domain of SAS, i.e., Examination Anxiety. Keywords: Statistics Anxiety, Examination Anxiety, Asking for Help Anxiety, Interpretation Anxiety, Marks in Statistics Examination.