The objective of this paper is to find out if there is a significant relationship between critical thinking and achievement in basic statistics and between critical thinking and the attitudes toward statistics. If there is a significant relation then the aspect of critical thinking could be identified and improved so that the students be able to improve their achievement in basic statistics. The research instruments were the standardized Watson-Glaser Critical Thinking Appraisal, a downloaded questionnaire of the attitude toward statistics and a teacher made multiple choice tests to measure statistics achievement with KR 20 reliability index of 0.81. The variables correlated significantly with attitude toward statistics at the 0.05 level of significance are inference, recognition of assumption, deduction, interpretation, evaluation of arguments and critical thinking total score. Significantly correlated with achievement in basic statistics are inference, recognition of assumption, deduction, evaluation of arguments, and the critical thinking total score. Both the critical thinking and attitude toward statistics are predictors of the achievement in basic statistics. Using the B coefficients of the Regression coefficients table the following is the regression equation Y = 2.030 + 0.406X1 + 0.222X2 where: Y = achievement in basic statistics, X1 = attitude, X2 = critical thinking.