Navigational map reading is a daily task, with route learning playing a pivotal role. In this project, we investigated the role of working memory (WM) and perspective-taking ability (PTA) in map-based route learning, exploring whether instructions about map reading can diminish the influence of WM and PTA. Participants (N = 106) memorized a predefined route on a map and subsequently traced it within a virtual environment. This task was performed twice, with half of the participants receiving specific map reading instructions between the pretest and posttest (instruction condition) whereas the other half not receiving instructions (control condition). The instructions emphasized reading the legend and recognizing landmarks, using landmarks as memorable cues to remember actions, considering the navigation perspective during map reading, verbalizing the route information, and recognizing the initial orientation and direction of the route. Results indicated that WM (R2 = .04, p = .045) and PTA (R2 = .128, p < .001) were significant predictors of route learning (navigation performance) in the pretest. In the posttest, their impact diminished within the instruction condition but remained consistent in the control condition. While the instructions did not directly enhance performance, they effectively decreased the influence of WM and PTA. In conclusion, cognitive instructions can mitigate the effects of individual differences in crucial spatial abilities in specific tasks, offering insights for educational and training interventions in navigational skills.