Mental computation and mathematical reasoning are two intertwined top-level mental activities. In deciding which strategy to use when doing mental computing, mathematical reasoning is essential. From this reciprocal influence, the current study aims at examining the relationship between mental computation and mathematical reasoning. The study was carried out with 118 fifth-grade students (11-12-year-olds). As data collection tool, "mathematical reasoning test" and "mental computation test" were developed and used. In analyzing the data, Pearson's correlation coefficient (r) between participants' scores of each test was computed. Some sample student responses to some questions in both tests were also presented directly. Evidence was found that there is a significant positive correlation between mental computation and mathematical reasoning. It is noteworthy that rather than exposing students to familiar classical problems, students need to be enabled to deal with exceptional/non-routine problems, and especially young children should be encouraged to do mental computing in order for developing both skills. On the other hand, students must be asked to write the strategies they use and on which grounds they preferred them while solving the problems.