Spatial reasoning is a high-impact topic as it strongly predicts interest in, appreciation of, and success in STEM domains and careers. Yet, spatial reasoning is often under-used, underdeveloped, and ignored in current grade-school curriculum and teaching. Framed by the perspective of embodied cognition, our study explores changes in elementary students’ spatial reasoning skills after participation in either a short-term or a long-term robotics intervention. We administered measures of spatial reasoning elements before and after two differently structured robotics interventions to students aged 9-10 years: a short-term (N=11) and two long-term (N=48). Statistical analysis revealed significant improvements to several different elements of spatial reasoning in both groups. Our findings suggest that programming robots in either the short- or long-term leads to improvements in spatial reasoning.