We test the robustness of American college students’ mentaltimeline to dual tasks that have interfered with spatial andverbal reasoning in prior work. We focus on the left-right axisfor representing sequences of events. We test Americancollege students, who read from left to right. We test forautomatic space-time mappings using two established space-time association tasks. We find that their tendency toassociate earlier events with the left side of space and laterevents with the right remains under conditions of visuospatialand verbal interference. We find this both when participantsmade time judgments about linguistic and non-linguisticstimuli. We discuss the relationship between these results andthose obtained for mental timelines that result from learningnew metaphors in language (Hendricks & Boroditsky, 2015),and the effects of the same interference tasks on number tasks(mental number-line and counting; van Dijck et al., 2009;Frank et al., 2012).