Computational thinking (CT) skills have become increasingly important in modern education, as they equip students with critical problem-solving skills applicable across various domains. Given the growing emphasis on digital literacy, it is essential to investigate grade- and gender-level differences in CT skills among students to support targeted interventions and to ensure that all students have equal opportunities to succeed in the digital age. This study examined CT skill development among primary school students, taking both grade- and gender-level disparities into account. Using quantitative data from a diverse sample of 517 primary school students, we conducted a comprehensive analysis of their CT scores. The results revealed no significant gender differences in CT scores among primary school students. However, notable age-related disparities emerged, with CT scores rising as students progressed through higher grades. This finding underscores the importance of considering developmental factors in CT education and highlights the need for age-appropriate CT curricula. By investigating both grade- and gender-level differences, this study aims to support educators and policymakers in developing more inclusive and effective strategies for cultivating CT skills among young learners, thereby preparing them for the challenges of the digital age.