The main aim of the study was to explore the relationship between fluid intelligence (gf), attentional control (AC), and learning potential (LP), and to investigate the interaction effect between gf and AC on LP. The sample comprised 210 children attending the fourth grade of a standard elementary school. It was hypothesized that the extent of the association between gf and LP depends on the level of attentional control, so that a low level of AC would weaken or possibly break that link, while a high level of AC would facilitate the employment of fluid general ability in learning situations. The results show that there was a moderate relationship between the measures of gf and LP, while gf was not found to be related to AC. Regarding the hypothesized interaction effect, the data suggested that the relationship between learning potential and fluid intelligence is invariant regarding the level of attentional control in the sample. Possible reasons for the lack of a moderation effect are discussed.