Abstract: This study examined the effect of integrating Microsoft Excel in teaching statistics on learners’ 21st century skills (21CS) and academic performance. Conducted in the Luapula province of Zambia from March to April 2023, the study followed a quasi-experimental design involving 59 Grade 11 learners at Mwense Secondary School. The experimental group received Excel-assisted instruction, while the control group was taught using conventional methods. Data collection involved a 5-point Likert scale survey and a statistics test.