The objective of this research was to evaluate the literacy and statistical thinking achieved by mathematics teachers in training. Through a qualitative study, based on a case study design. 36 future teachers participated, who carried out a statistical project. Among the findings, conceptual errors related to selecting graphic representations relevant to the type of data stand out, as well as when providing arguments, evidencing weaknesses in the development of skills related to literacy and statistical thinking. Which allows us to conclude that they have not developed statistical literacy or thinking to conduct learning in school statistics.