This research seeks to reveal the didactical situation based on the theory of didactical situation on statistics material related to students' mathematical literacy competencies on data and uncertainty content and examine the learning barriers experienced by students in having mathematical literacy competencies on data and uncertainty content. This research is a descriptive qualitative research, with the research subjects are students of class VIII.B of Junior High School 2 Bontonompo Selatan. Data collection techniques using test, observation, and interview techniques, this research instrument uses tests, observation guidelines, and interview guidelines. The test used in the form of essay questions as many as 5 numbers related to mathematical literacy of data and uncertainty content. The results showed that the didactical situation in learning statistics in class VIII.B of Bontonompo Selatan Junior High School 2 was poorly implemented. The didactical situation that occurs is still minimal in supporting students' mathematical literacy competencies in data and uncertainty content. In addition, it can be seen from the various situations contained in the theory of didactical situations that are not maximally implemented such as formulation, action, validation and institutionalization situations. It was also found that there were learning obstacles where educators were only directly given an explanation of statistical material but students were not invited to understand contextually so that concepts could be conveyed. Learning experienced by students in order to have mathematical literacy competence in data and uncertainty content, namely epistemological obstacles, namely the knowledge that exists in students is still difficult to apply to similar problems but in a different form and didactical obstacles, namely this learning obstacle occurs because the presentation of learning materials pays less attention to things that are contextual to the lives of students and students are less actively involved in learning.