This study examines the effects of spatial ability, gender differences, and pictorial training on fourth grade students' ability to recall landmark locations from memory. Ninety-six students used Google Earth over a 3-week period to locate landmarks (3-D) and mark their location on a 2-D topographical map. Analysis of covariance on posttest scores revealed that spatial ability was a significant predictor of student performance. The overall results support the efficacy of the instructional strategy and provide insight into the development of spatial knowledge among young children. Implications for the design of instruction and training on spatial abilities among young children are discussed.