This paper studies attitudes towards statistics and its teaching, and their relationship with statistical literacy in a sample of 52 prospective mathematics teachers from two Chilean training institutions. Using a quantitative methodology, based on a descriptive-comparative design, the scale of attitudes towards statistics and its teaching was applied. The results show that trainee teachers at both institutions have a positive self-perception towards the teaching of statistics. However, they have different average profiles in the components of the scale of attitudes towards statistics and statistics teaching, except for behavioral attitudes towards statistics and didactic competence in statistics teaching. Likewise, with regard to statistical literacy, it stands out that, for the respondents, statistics helps to understand today's world, as well as critical reasoning. These results, if not improved, could have a negative impact on the training of students in the school system, a situation that invites training institutions to consider these findings for the reformulation of their learning objectives. Likewise, given the importance of this topic, it would be pertinent to deepen and broaden research on teachers in training and active at different levels of education, in order to make decisions that favor the development of adequate statistical literacy.