The research aims to explore the acquisition of Computational Thinking (CT) sub-skills among 5th and 6th grade secondary school students in Turkey through a block-based programming application, code.org. It seeks to understand if mastering these skills is essential for students globally. This study involved seven volunteer students selected through a mixed-methods suitability sample for the academic year 2021-2022. It utilized multiple tools: the Computational Thinking Skill Level Scale (CTSLS), observations, and interviews. Each student completed six tailored lessons via distance learning, which were recorded for observation and followed by interviews. Analysis of CT skills was conducted descriptively, considering the CTSLS scores before and after the lessons, observation of CT sub-skills during each session, and individual progress. Despite individual variations in CT skill display, there was no significant difference in the CTSLS scores pre- and post-intervention or between students of middle and high skill levels. The findings suggest that while individual progress in CT skills can be noted, the overall impact of the intervention on enhancing CT skills as measured by CTSLS is limited. This highlights the need for further investigation into the methods and effectiveness of teaching CT skills through block-based programming platforms.