<p>Motor imagery refers to the conscious simulation of movements of one’s own body without performing the corresponding action. This higher-order cognitive process allows individuals, while remaining physically stationary, to have the sensation of moving through the processing of an internal representation of body position and movement, which may be accompanied by an internal visual image of oneself performing the action. From an educational viewpoint, motor imagery can facilitate the learning of school subjects that require coordination and fine motor skills, such as physical education, writing, and drawing. The present study aimed to validate the Italian version of the MIQ-C for the self-assessment of motor imagery in primary school. A sample of 176 Italian pupils (females = 49.4%, M_age=117 months, SD_age = 11) attending the third, fourth, and fifth grades of primary school, was recruited. Following a forward-backward translation procedure, participants completed the MIQ-C and a battery of tests assessing visuospatial imagery, praxic-constructive skills, planning, visuospatial long-term memory, and serial verbal working memory. By applying multitrait-multimethod (MTMM) confirmatory factor analysis (CFA), the hypothesized three-factor structure (i.e., internal visual, external visual, and kinesthetic imagery) was confirmed, demonstrating internal consistency, convergent validity, and test–retest reliability. Additionally, significant monotonic associations with the cognitive measures provided further evidence on the MIQ-C’s validity and its potential applicability in educational contexts.</p>