It is well established that the mesial temporal lobes (MTL) mediate learning and memory. Further, the right and left temporal lobes contribute material-specific information. Specifically, (assuming typical, left language dominance) the left MTL is generally associated with learning and memory for verbal material, whereas the right MTL is generally associated with visuospatial learning and memory. Verbal paired associate (VPA) learning tasks are often used to assess left (language-dominant) mesial temporal lobe (MTL) functioning. However, because the stimuli in these tasks are often concrete nouns or other visualizable words, examinees have the opportunity to employ nonverbal strategies (e.g., imagery), which are known to be mediated by extratemporal regions within the right (language-nondominant) cerebral hemisphere. The current study examined the contribution of visuospatial skills to VPA learning in a clinical population with known MTL damage. It was hypothesized that 1) VPA learning would be more strongly related to visuospatial functioning as compared to other types of verbal memory (i.e., verbal list learning and story learning) and 2) the contribution of visuospatial functioning to VPA learning would persist beyond what is accounted for by other cognitive processes (i.e., verbal list learning and story learning, expressive language, nonverbal memory, and executive functioning). Data from 82 individuals with medically refractory temporal lobe epilepsy (TLE) were analyzed. Results indicated that scores on tests of visuospatial functioning were significantly and positively related to VPA learning (p < .001), but not to other tests of verbal memory (p > .30 for all analyses). Moreover, measures of visuospatial functioning correlated significantly more strongly with VPA than with the other verbal memory measures (p < .03), with the exception of one comparison that did not reach statistical significance. Hierarchical regression analyses indicated that performance on tests of visuospatial functioning was significantly and uniquely predictive of VPA learning, above and beyond the contribution of other tests of verbal memory and executive functioning (p < .05 for all analyses). Visuospatial functioning did not, however, account for significant additional variance after controlling the contribution of nonverbal memory or expressive language functioning (p > .05 for all analyses). The results of the current study suggest that, while VPA learning is highly correlated with verbal list learning and story learning, it also diverges from these other forms of verbal memory in the degree to which it is influenced by nonverbal abilities. In light of these findings, tests of VPA learning should be interpreted clinically in the context of other measures of both verbal memory and visuospatial functioning.