The present study investigated cognitive abilities in children with difficulties in mathematics only (n = 48, M = 8 years and 5 months), combined mathematical and language difficulty (n = 27, M = 8 years and 1 month) and controls (n = 783, M = 7 years and 11 months). Cognitive abilities were measured with seven subtests, tapping visual perception, selective attention, memory, and reasoning, as well as full-scale-IQ. Children with difficulties in mathematics only differed in their cognitive abilities, not only from controls, but also from children with comorbid language difficulties. Children with mathematical difficulties only performed worse than controls in a selective attention measure, but not in any working memory measure, meanwhile children with difficulties in mathematics and language performed worse than controls in verbal working memory components, but not selective attention. Theoretical and practical implications are discussed. (Contains 1 table.)