Spatial training has been indicated as a possible solution for improving Science, Technology, Engineering, and Mathematics (STEM) achievement and degree attainment. Advocates for this approach have noted that the correlation between spatial ability and several measures of STEM achievement suggests that spatial training should focus on improving students' spatial ability. Although spatial ability can be improved with targeted training, few studies have examined specifically the relation between spatial training and STEM achievement. In this brief report, we review the evidence to date for the effectiveness of spatial training. We argue that spatial training offers one of the many promising avenues for increasing student success in STEM fields, but research studies that show such training causally improve retention, achievement, and degree attainment remain outstanding.