Verdine et al. (2017) present compelling evidence for a causal effect of spatial skills on children's mathematics achievement in early childhood. In additional analyses of the correlation matrix reported by Verdine et al., I present evidence that the spatial-math link is not merely an epiphenomenon of general cognitive demands of both tasks. However, the question of whether the link is due to a causal effect of spatial skills on mathematics skills, a causal effect of mathematics skills on spatial skills, or common factors influencing both during this developmental period is a more difficult one to answer. I present a well-fitting model that implies factors influencing both are largely responsible for the correlations among mathematics and spatial skills across this developmental period. This analysis is far from a complete account of the spatial-math link in early childhood; however, I end with recommendations for moving forward most efficiently.