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Many graduate students in education are facing challenges in completion of learning tasks in statistics courses.These challenges are elevated when the educational statistics courses are conducted in the hybrid learning environment.This study,with a collaborative effort between graduate students and their instructors,explores how students selfmotivate their statistics learning in a hybrid learning environment.Through extended semi-structured interviews,the study reports the experiences of six graduate students enrolled in a hybrid statistics course to get a deeper understanding of their learning process and their self-motivation strategies applied to achieve their learning goals.We found multiple factors for self-motivation in the statistical hybrid learning courses together with the strategies to enhance student selfmotivation in the learning of a statistics course in a hybrid learning environment.