The present study focuses on the relationship between undergraduate education system and the students’ achievement in statistics. The data was collected from 34 master students in Management Sciences who took an “inferential statistics” course. The history of their past education (long distance vs traditional), the type of exam questions and their mark on “inferential statistics” course were the important variables studied. The results showed a significant difference in achievements between those with long distance undergraduate education and those with traditional system (P<0.05). After doing analysis of covariance, using the pre-term evaluation mark, it still showed a significant difference between statistics achievement in two groups (P<0.05).