Background. Statistics courses are often one of the courses that must be taught in a college study program. Statistics help students think logically and implement a variety of problem-solving strategies. Statistical learning involves the ability of numerical reasoning to understand data processing and mathematical problems. Will statistics courses be able to improve students’ numerical reasoning?  Purpose. This study aims to find out the comparison of students’ numerical reasoning skills before and after taking statistics courses.  Materials and methods. A total of 63 students who took statistics courses became a sample. This research uses a quantitative approach. Data collection was conducted over a semester in an online course using a basic proficiency test of numerical reasoning section (α Cronbach = 0.899). The statistical analysis technique used is a Wilcoxon test paired sample.  Results. The results of this study showed an increase in numerical reasoning in students after attending statistics courses (M = 7.50; SD = 1.87; p < 0.05). The results of other related studies were also discussed.  Conclusion. The implication of this study is a statistical course learning model that can be replicated. The increase in numerical ability is also evidence that this ability can be trained with more exposure, the more students will increase their abilities.