Seven children with Williams syndrome were seen for neuropsychological assessment. Their performances were compared with those obtained from a clinical control group matched for age, sex, and Peabody Picture Vocabulary Test Standard Score. The results support the view that children with Williams syndrome suffer from a severe impairment in visual-motor integration. No child in the Experimental Group outperformed his/her matched control on either subtest assessing visual-motor integration skills, while no significant differences were noted between the groups on tests for simple motor skills (e.g., finger oscillation). Significant differences were also found on the subtests of the Wide Range Achievement Test. No significant differences between the groups were noted on tests for general language skills. The remedial educational, and neuropsychological implications of these findings are discussed.