The general aim of the present work is to study the relationship between Visuo-Spatial Working Memory and map learning processes. Theoretical models by Baddeley (2001) and by Thorndyke and Hayes-Roth (1982) were used as frameworks for Working Memory and Spatial Knowledge respectively. Possible links between the two models are discussed. In order to investigate the role of Working Memory in map learning, the methodology of the dual task is applied in four experiments. While learning a map, participants were asked either to perform a secondary task or not (control condition). After the map learning phase, they were asked to solve three different "map-knowledge" tasks: Landmark Positioning, Pointing, and Route-Finding. Map learning was contrasted with a verbal learning task and two different types of visuospatial interference secondary tasks (4-keys and 9-keys spatial tapping) were contrasted with a verbal interference secondary task (articulatory suppression). Overall results showed how some aspects of Visuospatial Working Memory are involved in map learning processes, depending on which aspect of Spatial Knowledge is considered.