Statistical learning is a fundamental mechanism underlying the acquisition of the regularities of the sensory environment, however, understanding of the learning process itself is still rudimentary. We assessed pupil diameter and eye movements as potential continuous indicators of spatial statistical learning in free visual exploration using a gaze-contingent stimulus presentation. In 3 studies (N=154) using an active spatial statistical learning paradigm and manipulating the length and the explicitness of learning, we found that after sufficient learning (～15 mins of exposure), pupil size was larger on interleaved trials that violated the previously encountered regularities than on trials that fit earlier patterns. Additionally, there was an increase in eye movements in directions consistent with the underlying statistical structure. Importantly, the strength of these effects was correlated with performance on the subsequent familiarity test, both with explicit and implicit learning instructions. Finally, the two measures exhibited contrasting outcomes in terms of awareness of the statistical structure with implicit learning instructions: eye movements emerged as a more effective indicator of awareness of the learned structures, whereas pupil size proved to be a robust predictor of individual learning performance among implicit learners lacking awareness.