Computational thinking educational games are increasingly prevalent in kindergarten through grade 5 (K-5) education. In addition to supporting learning, these games can support increased collaboration and engagement. Although most computational thinking games have digital interfaces, it is important to consider the benefits of other forms of modality, such as tangible and hybrid (digital tangible) interfaces, especially in the context of collaboration, mistakes, and creativity. This chapter examines K-5 computational thinking games in this context based on the authors’ previous experience with the development of an educational game called Run, Llama, Run. It also discusses lessons learned from including these aspects within K-5 computational thinking games, as well as common challenges that can arise when evaluating educational games with this age group.