This study investigated the relationship between visual-spatial reasoning (VSR) and academic performance in mathematics among undergraduate students at the Tecnológico Nacional de México Campus Chetumal. A VSR test, based on the instrument validated by Ramful et al. (2017), was administered to a sample of 62 students from the Accounting and Computer Systems Engineering programs. The results showed that most students achieved moderate scores in VSR, with 32.3% in the 15-19 range and 16.1% in the 19-23 range. A smaller percentage (17.7%) achieved higher scores (23-27), suggesting that some students possess more developed visual-spatial skills. When analyzing the results by gender, it was observed that men represented 69.4% of the sample and tended to achieve slightly higher scores, while women (30.6%) demonstrated competent performance in the mid-range intervals. These findings indicate that VSR is a crucial skill for success in subjects requiring mental manipulation of objects, such as vector calculus. However, no substantial differences were found between genders, suggesting that VSR can be developed regardless of sex. The study concludes that fostering visual-spatial reasoning through innovative educational strategies could enhance academic performance in mathematics. Future research is recommended to expand the sample size to generalize the results.