This research critically evaluates the statistical skills among of College Education Postgraduate students at the University of Calabar, Nigeria. In a time when data literacy is fundamental to research, policy formulation, and decision-making, it is essential for university postgraduate students, especially those in education, to have strong foundational and applied statistical skills. However, anecdotal and documented evidence suggests that many students in Nigerian universities struggle with both understanding and applying statistical techniques effectively. The study adopted a descriptive survey research and utilized a structured questionnaire to gather data from a sample of 150 post graduate students selected through stratified random sampling based on the four faculties. Key areas examined include students’ understanding of basic statistical concepts, their practical application of statistical tools, and factors that affect their learning outcomes. Results revealed that while a majority of students understand simple statistical ideas like mean and median, a significant number lack deeper skills in hypothesis testing, software use, and data interpretation. Inadequate teaching methods, lack of practical exposure, and poor infrastructure were cited as major barriers. The study concludes that without substantial reforms in how statistics is taught emphasizing practical engagement and digital literacy students will remain ill-equipped for real-world data challenges. It recommends curriculum revision, staff development, increased access to statistical software, and the introduction of hands-on research experiences early in the academic programes.