Statistics elicit overall student angst, which affects grades, attitude, attrition and learning. Although students attended tutoring, were allowed to re-do homework and engaged in interactive classroom experiences, PSY 230 course retention rate remained at 25%. I used a different pedagogical technique this semester - Mastery Learning - which was used successfully in K-12 grades. Rather than a traditional letter grade or percentage on assignments, students received "not yet" grades and instructor feedback. Resubmissions were accepted as many times as necessary to reach mastery. The result: significant attitude shifts, increased student comprehension, improved grades, decreased attrition and, student ability to apply concepts instead of regurgitating information. Attached are some student's mastery projects, research summary/design, and qualitative data illustrating why students "love statistics." This semester's retention rate (63%) is significantly higher than last semester, x2 (1, N=64)=5.14, p<.05. More importantly, students reported feeling ownership over the statistical material rather than simply completing a prerequisite.