Computational Thinking (CT) has caught the attention of researchers, educators, and policymakers in many fields, and has been recognized as an important skill in this increasingly complex society. One challenge emerging in education is finding a way to embed computational thinking curricula into K-12 education. Researchers and educators are exploring ways to provide CT instruction. The study in this presentation investigates an innovative way to teach the CT skill abstraction. According to Grover & Pea’s article (2013), “abstraction involves defining patterns, generalizing from specific instances, and dealing with complexity.” This study explores the types of strategies students use when they play a game that requires multiple CT skills. Three hundred and sixty-five middle school students played two card games: Ghost Blitz vs. Sushi Go! and completed pre-and post-assessments which were designed based on the definition of abstraction to compare the participants’ performance. We analyzed students’ gameplay strategies to examine whether participants spontaneously utilized abstraction skills to make a plan to reach their goals when they were playing.