Recent studies with children have pointed out the importance of spatial thinking as an essential factor in determining later success in STEM-related fields. The current study explores the potential of using embodied activities with robots to aid the development of children’s spatial perspective-taking abilities. This research focuses on evaluating children’s spatial perspective-taking abilities and assessing the potential of the designed activity to practice perspective-taking. The activity design is inspired by the dynamic and mental processes involved in remote-controlled cars and racing games, it is developed with a Cozmo robot, and it includes guiding the robot within the maze by considering the robot’s point of view. We evaluated the activity through a user study with 22 elementary school children between the ages of 8 and 9. The findings showed that children’s performance at different angular disparities was aligned with the previous research in developmental psychology. Additionally, most children made fewer mistakes in guiding the robot as they played more. Finally, while we did not observe any performance improvement in the group of children who had access to the robot’s point of view during the game, we learned new insights about how children perceived seeing the maze through the robot’s eyes.