Pre-service teachers usually show various levels of anxiety when they attend a statistics course, which is a compulsory subject in most departments. This study aimed to compare the statistics anxiety of English pre-service teachers and IT pre-service teachers based on these factors: the nature of the subject (statistics), the lecturers, the peers, the assessment, and gender. This comparative study was approached quantitatively. The research subjects included 41 English pre-service teachers and 70 IT pre-service teachers. They completed a questionnaire to estimate the levels of statistics anxiety. The results showed that these two groups of pre-service teachers were similar in that they considered ‘asking peers about the materials they did not understand’ as the factor that made them the least anxious in learning statistics. Another similarity was the insignificant difference between males and females with respect to the levels of statistics anxiety, indicating that gender did not contribute to the statistics anxiety. However, the pre-service teachers were different in terms of the factor that made them the most anxious in learning statistics. The level of statistics anxiety is the highest among the English pre-service teachers when they studied for exams, whereas according to the IT pre-service teachers they were the most anxious when they found that their peers got a different answer in an exercise in the classroom. The reasons for the similarities and the differences were explained, and the implications for the teaching of statistics were suggested.