Researchers have found that Business Statistics is a course that often has high failure rates. To help students succeed, I ask: what leads to student success in Business Statistics? The literature points to various assignments as contributing positively to success; mainly learning new computer skills and software, discussions, real-life projects, and case studies. Preferences for various ways of learning (all of which are offered in the principal investigator's BSTATS course) were explored: discussions, case studies, real-life projects, teamwork, and new computer skills/software; while controlling for math savviness, propensity to learn on one’s own, grade point average (GPA) as of semester’s start, and desire for frequent praise. A survey carried out in early Fall of 2016 to 57 Business Statistics students at a small liberal arts college in central Pennsylvania indicated that teamwork and real-life projects mattered most to students’ perceived likelihood of attaining course success. Both math savviness, and propensity to learn on one’s own were also statistically significant in both the control model and model with independent variables. Needing frequent praise to stay motivated, and GPA did not contribute to the perceived likelihood of succeeding, nor did a preference for learning by grasping new computer skills and software, class discussions, or case studies in spite of these being essential to actual course success. Clearly, students believe that they learn best via real-life projects and teamwork and these activities will contribute to course success. Business statistics courses that include teamwork and real-life projects may find that fewer students fail.