Objective of this research was to analyse change in attitudes towards statistics in graduate students attending their second course in statistics, and association between attitude towards statistics and course achievement. SATS-36 instrument, with six scales (Affect, Cognitive Competence, Value, Difficulty, Interest, and Effort) was translated into Croatian and data collection was conducted during the academic year 2018/19. Pre- Difficulty, with Cronbach’s alpha equal 0.67, was the only scale with reliability below 0.7. Change in attitudes towards statistics were observed on all scales except Cognitive Competence. Students’ feelings toward statistics were more negative at the end of the course, and they perceived statistics as more difficult than at the beginning of the course. On the other hand, students’ perception of value of, as well as interest in, statistics increased. Perceived effort put into the course was higher than expected at the beginning. The only association between course achievement and pre-, post-, or change in attitude scales was between post- Effort and course achievement.