This article relates about some results of an interdisciplinary research project analyzing influencing factors of children's spatial orientation competence in real space carried out by geography educators and psychologists. The focus is on the concept of representation as a theoretical foundation. The research design for collecting data of independent and dependent variables (map-based orientation competence, MBO), and the self-developed measuring instrument are explained. Altogether, 328 pupils of third, fourth, and fifth grade (aged 8-12 years) were tested. The orientation competence of children in strange spaces was slightly above the average, and grew with age. The most spectacular increase was detected on the transition from third to fourth grade. Additionally, boys scored higher than girls. The results also showed that along with age and gender, spatial intelligence (mental rotation) and previous knowledge shape MBO. A limited influence can be attributed to self-concept and previous experiences, while interest has no influence on MBO at all.