Research has consistently demonstrated a link between spatial and math skills as well as a link between spatial and math anxieties and their respective cognitive skill (i.e., links between math anxiety and math performance). However, less work has examined the potential for domain-specific and cross-domain relations and, more specifically, examined such relations in younger populations. To bridge the gap, the present study examined: (1) the potential causal direction of the relation between spatial and math skills while also accounting for the potential impact of reading skills on this relation and (2) the domain specificity of cognitive anxieties (spatial and math anxiety) as they relate to their relative cognitive skill in children. In a sample of 599 first graders, we examined potential reciprocal relations between math and spatial skills over two waves of data collection, while considering the potential impact of reading on these relations. Results suggest the existence of bidirectional causal relations between spatial and math skills, which remained significant when accounting for reading skills. We also examined the potential domain-specific and cross-domain relations between math and spatial anxiety and their respective cognitive skills, as well as the potential impact of accounting for reading skills on these relations. Results of these models suggest domain-specific relations between math anxiety and skills, but there is no evidence of domain-specific links between spatial anxiety and skills at this age. These results suggest that spatial skills and math anxiety may be potential targets for interventions to improve math outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]