Introduction: Scientific and technological areas include tuition based on highly visuo-spatial specialization and problem solving. Spatial skills and problem solving are embedded in a curriculum that promotes understanding of Science and technical subjects. These abilities are related to the development of executive functions (EFs). We aim to assess whether students who have studied Science and Technology branches in the High School present improved EFs involved in spatial reasoning and problem solving. Method: We assessed six different EFs in two groups of students: Science and Technology students (ST group) and students enrolled in the first course of Psychology whose pre-university studies were not oriented towards science and technology (No-ST group). The EFs tests that we applied in the ST and No-ST groups assessed spatial working memory, planning, inhibition, mental flexibility, verbal and abstract reasoning. Results: The study revealed that spatial working memory and planning were significantly better in the ST group comparing with the No-ST group. The No-ST group presented more impulsivity. There were no differences between the groups in the rest of EFs assessed. Conclusion: Pre-university studies that include Science and Technology subjects can influence EFs by improving planning and spatial working memory, as well as leading to less impulsivity.