Visual-spatial ability is important for mathematics learning but also for future STEM participation. Some studies report children with dyslexia have superior visual-spatial skills and other studies report a deficit. We sought to further explore the relationship between children formally identified as having dyslexia and visual-spatial ability. Despite our best efforts, and despite recruiting from a large potential sample population, we were unable to secure a sufficient amount of participants for statistical power. Thus, our findings consider the ethical dilemma of diagnosis; namely, (1) how do children come to be tested for disabilities? And, (2) what are the potential implications, mathematical or otherwise, for children who have disabilities but are not formally identified? This report has important implications for children with disabilities and for educators.