Many teachers of statistics recommend using real-life data during class lessons. However, there has been little systematic study of what effect this teaching method has on student engagement and learning. The present study examined this question in a first-year university statistics course. Students (n= 38) were interviewed and their reflections on the use of real-life data during the classes were coded into themes. Resulting themes were (a) relevant perspective in learning, (b) interest, (c) learn/remember material, (d) motivation, (e) involvement/engagement, and (f) understanding of statistics. The results indicate both cognitive and affective/motivational factors are associated with using real-life data to teach statistics. The results also suggest the features in data sets statistics teachers should look for when designing their lessons. First published November 2013 at Statistics Education Research Journal Archives