This study examined the determinants of perceived statistical literacy among college students at Wesleyan University-Philippines. A quantitative descriptive-correlational and predictive research design was employed, involving 125 college students selected through stratified random sampling. Data were collected using a validated and reliability-tested structured questionnaire and analyzed using descriptive statistics, Spearman’s rank-order correlation, independent-samples t-test, analysis of variance, Tukey HSD post hoc test, and multiple linear regression. The respondents generally perceived themselves as having adequate prior mathematical knowledge and agreed that they possessed favorable attitudes, statistical self-efficacy, access to learning technology, positive faculty teaching practices, and statistical literacy. However, they also reported experiencing statistics anxiety. Age was not significantly associated with the study variables. Significant differences according to sex were found in prior mathematical knowledge, attitude toward statistics, statistics anxiety, and technology use. College program was associated with attitude toward statistics, statistical self-efficacy, statistics anxiety, and technology use. Nevertheless, perceived statistical literacy did not significantly differ according to sex or college program. Multiple regression analysis revealed that attitude toward statistics and perceived faculty teaching practices significantly predicted perceived statistical literacy, with faculty teaching practices emerging as the strongest predictor. The findings highlight the importance of effective instruction and positive attitudes in developing students’ ability to understand, interpret, and evaluate statistical information.