Statistical reasoning is one aspect of the focus of current statistical learning. Statistical reasoning is needed by students to understand statistical concepts, to process information, and to make conclusions both in statistical learning and in daily life. One of the factors that influence the achievement of students' statistical learning is their mathematical abilities. This research is a descriptive study with a qualitative approach that aims to describe the level of statistical reasoning of high school students in solving statistical problems in each statistical process, namely the process of describing data, the process of organizing and reducing data, the process of representing data, and the process of analyzing and interpreting data. Students' statistical reasoning level in each statistical process is classified based on Garfield's statistical reasoning model which consists of five levels, namely, Idiosyncratic Reasoning, Verbal Reasoning, Transitional Reasoning, Procedural Reasoning, and Integrated Reasoning. The subjects in this study were two high school students in Grade XII of the MIA program. The results showed that these students in the process of describing data in a row reached level 3 (Transitional Reasoning) and level 4 (Procedural Reasoning). However, in the process of organizing and reducing data, and in the process of representing data, these students both reach level 1 (Idiosyncratic Reasoning), while in the process of analyzing and interpreting data, they both reach level 2 (Verbal Reasoning). Thus, it could be concluded that teachers need to implement innovative strategies so that students can reach Integrated Reasoning. One of the things teachers can do is to get students to practice high-level reasoning questions.