This investigation examines the impact of two psychoeducational programs (i.e., computer-assisted versus pencil-and-paper) for the empowerment of visuospatial skills of 7-year-old pupils. At pretest, posttest and at a three-month follow-up, 58 children attending the second grade of Italian primary school completed a battery of tests assessing visuospatial problem solving, speed of processing, spatial comprehension, mental imagery, passive and active verbal working memory, respectively. After the pretest, 19 participants were presented the computer-assisted "Recovery in…visuo-spatial abilities" training, whereas further 20 pupils were trained with the pencil-and-paper "Recovery in… visuo-spatial abilities" psychoeducational intervention, respectively. At posttest and follow-up, the positive impact of the computer-assisted training has been documented, whereas the efficacy of the pencil-and-paper intervention has been found only at the posttest. Overall, the computer-based program was particularly effective in favoring the development of spatial comprehension, mental imagery, and processing speed in second graders.