I commenced my project in 2010 with a view to developing a teaching model that would make the experience of learning mathematics and statistics fun for university students enrolled on a variety of degree programmes. These students are compulsorily required to study mathematics and statistics courses as core modules of their degree work. Approximately 78% of these students, in my experience, display anxiety, fear and preconceived negative notions about mathematics and statistics, which adversely affect their enthusiasm to engage with these courses. I wanted to develop a teaching model that would successfully address these anxiety-related issues and enhance their learning experience, during my 4-year study from 2010 to 2014. My study was an iterative process of analysing the data I obtained through optional open-ended questionnaires and Likert-scale questionnaires, as well as from case studies, followed by modifying my teaching model accordingly and aligning it with students' requirements. This case study summarises my research process from start to finish, describing the detailed process of data collection and how I addressed the challenges I faced. [This content is provided in the format of an e-book.]