The purpose of this study was to investigate sixth grade students' conceptual and procedural knowledge and word problem solving skills in the domain of length, area, and volume measurement. Through Conceptual Knowledge, Procedural Knowledge, and Word-Problem Tests, data was collected from 445 sixth-grade students attending public primary schools in Ankara, Turkey. The findings revealed that the students were more successful in computational tasks than tasks requiring acquisition and coordination of underpinnings of measurement. A significant relationship not only between the tests, but also between the domains of measurement was observed. The overall performances of the students on the tests significantly differed according to previous mathematics achievement, but no gender difference was observed.