Executive functions (EFs) (working memory (WM), inhibition, and shifting) are widely known to play a critical role in school achievement. Among these EFs, WM appears to be implicated in numeracy and literacy. The contribution of inhibition and shifting to school achievement is less clear. Given the existing divergences in the literature and the importance of the inter-individual differences in these domains, it seems important to assess EFs and scholastic skills in the same elementary school children. However, studies providing such an assessment are scarce. We explored whether EFs differentially contribute to mathematics, reading, and spelling skills in fourth-grade children (N = 71). The results revealed that (1) WM and inhibition accounted for unique variance in mathematics skills, (2) WM and shifting accounted for unique variance in reading skills, and (3) only shifting accounted for unique variance in spelling skills. The implications of these findings for children and teachers are discussed.