The development of various types of memory in students, even in primary school, remains an important goal for educators. Thanks to memory, it is possible to form higher mental structures, such as thinking, intelligence, and creativity. The essential nature of memory stems from its involvement in the major areas of human life: knowledge and learning, understanding and problem-solving, imagination, and creativity. The primary school must instill in children their first learning skills. School practice shows that a child who has not learned to study and engage effectively in intellectual activities in the early grades will often have deficiencies in studying subjects in the secondary stage. It is important that through guided learning, teachers can develop in students the motivation to learn, which will be a central pillar throughout their entire educational journey. In this work, our goal was to investigate the specific relationship between types of memory and learning motivation in young school-aged children. The research involved 100 students from primary classes, including 56 girls and 44 boys, aged between 9 and 11 years. A positive relationship was found between the mnemonic performance of young school-aged children and their learning motivation. The results of this study highlight the existence of significant correlations between the particularities of short-term memory development and school motivation in young students. Superior performance in tasks involving immediate verbal memory associated with higher intrinsic motivation underscores the importance of stimulating genuine cognitive interest for optimizing learning at these ages. Students with higher intrinsic motivation showed superior abilities to retain and reproduce verbal information presented for short intervals. The results of this study can be useful for primary school teachers, educational psychologists, and parents of young school-aged students.