Mathematics education forms the foundational framework for cultivating crucial skills and competencies vital for navigating an ever more intricate and numerical society. Despite its significance, students often encounter challenges and express reluctance towards certain mathematical topics, thus warranting a deeper exploration into the factors influencing students’ learning experiences. However, within the realm of mathematics, there often exist topics that students find challenging or least preferred. Understanding the learning experiences of students on these least preferred topics is vital for educators to enhance teaching strategies, curriculum design, and ultimately foster a more engaging and effective learning environment. The study aims to explore the learning experiences of students on the least preferred topics in Mathematics, specifically to identify the least preferred topics of students in Mathematics in the Modern World with Biostatistics and to determine the learning experiences of students on the these topics. The research used mixed method, where quantitative method was used for the first statement of the problem followed by qualitative method for the second statement of the problem. The respondents and participants are First Year Nursing Students since these are the students with Biostatistics in its curriculum. The results show that the least preferred topics of the students are the lessons on measures of variability and growth models. This can be explained by the experience of students having information overload where limited time was given to master the lessons. That is why it is recommended for teachers to execute creative and innovative strategies to help students enjoy even the hardest topics in Math 100N.