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There is a large body of literature highlighting the role of working memory in mathematics attainment, however, it is unclear whether this relationship remains stable when other cognitive predictors are included. This study aims to investigate this by simultaneously measuring working memory, speed of processing, g, and number sense. 28 children were assessed on all measures. Results show that there were no suggestions of fundamental differences between children who performed poorly in mathematics and their peers. Further, analysis at the individual level revealed a great deal of heterogeneity in the cognitive profiles of children showing a cause for concern in mathematics. These results are discussed in relation to existing literature. We conclude that the approach is feasible as long as the chosen measures thoroughly explore the child’s cognitive profile. Consideration is also given to the prescription of remediation strategies for poor mathematical performance.