This study investigates the relation between performances of fourth-graders in spatial tasks with depictive material in the classroom and orientation tasks in real space. The children completed a paper and pencil test and a map-based orientation test on campus. A correlational analysis revealed that the children's performances in small-scale spatial tasks are related to their performances in large-scale spatial tasks. Moreover, classes of small-scale tasks that require mental transformations concerning the self and concerning objects are related to large-scale tasks that involve the update of the self-to-landmark relations in real space and the map-environment relation, respectively. Both classes contributed to the prediction of performances in map-based orientation tasks that require a constant update of map-self-landmark relations.