In this chapter, I review empirical and theoretical work on spatial situation models created from texts. Deep comprehension of a text involves the construction of a model representing the situation described in the text. One particular type of information represented in this situation model is spatial information, therefore the term spatial situation model. The empirical evidence reviewed in this chapter is organized around three research questions: First, do readers create spatial situation models during reading? I review a large body of evidence suggesting that they do. Second, what is the nature of spatial situation models? To answer this question, I describe empirical studies that explored the role of spatial information, the metrics and neuropsychological correlates of spatial situation models, individual differences in constructing these models, and models created from instructional texts. In addition, theoretical views of spatial situation models are reviewed. Third, what are the limitations of spatial situation models? In answering this question, I review a number of studies that challenge the assumption that spatial information is an important dimension of situation models. Finally, I discuss the possible future of multidimensional situation models and spatial situation models.