Judgments of learning are subjective estimations about the future retrieval of a recently learned piece of information. Judgments of learning might be based on valid cues, and therefore predictive of future performance or on invalid cues and not reliable. Knowing the variables that can affect judgments of learning is especially relevant in educational settings because they might influence the time spent learning new material. Embodied cognition research has shown that we have an internal numerical scale, in which lower numbers are represented on the left of a horizontal line and higher numbers on the right. Our aim was to investigate whether the spatial numerical distribution on the horizontal space is reflected on metacognitive judgements, specifically, on judgments of learning. Participants were presented with words located either on the left or on the right side of the screen. After each word and on a different screen they provided judgments of learning on a scale of 0 to 100 in deciles. After a distractor task, participants completed a recognition test. Results showed that horizontal location of the words did not affect judgments of learning nor the later recognition memory test. Our results support previous research on judgments of learning and spatial location, strengthening the conclusion that judgments of learning are a more deliberative process impervious to spatial numerical distribution.