Given the connection between problem-solving and computational thinking (CT), studying the connections between these two constructs is critical. This study focused on students' computational problem-solving strategies, specifically how they applied conditional logic to solve CT-related puzzles within a game-based learning environment called Zoombinis Allergic Cliffs. This study's research question was: What computational problem-solving strategies do 6th-grade students exhibit in a CT-related game-based environment? This study utilized a basic qualitative approach (Merriam, 2002) to explore computational problem-solving strategies within the Allergic Cliffs game. Selected participants were six sixth-grade students in the Southeastern United States who had no previous experience playing Zoombinis. Data included video screen recordings of students' game-play behaviors as they engaged with three levels of the Allergic Cliffs game. Additionally, retrospective cognitive interviews were conducted with the students after they completed their game place within Allergic Cliffs. These retrospective cognitive interviews were conducted after reviewing students' video recordings. The data analysis included video analysis of these screen recordings focused on the students' problem-solving behaviors and the accompanying retrospective interviews. This qualitative analysis process combined deductive and inductive analysis to understand students' computational problem-solving strategies. The deductive analysis used a-priori codes from previous piloting studies (Yan et al., 2021a,b). The inductive analysis was used within each a-priori code to provide an in-depth understanding of computational problem-solving strategies. The emerging students' computational problem-solving strategies were used the inductive analysis to get the themes. Findings revealed eight problem-solving strategies within the game-based environment: trial-and-error, utilizing the game rule, holding value constant, matching the same value as passed zoombinis, holding attributes constant, having nothing in common, using embedded supports, and seeking help from others. The findings revealed a wide range of implementation of these strategies; thus, even though the students used the same strategy, they did so in different ways, with varying levels of efficiency. In addition, students' understanding of conditional logic and CT skills differed, with some students having a better understanding than others. All the students, however, experienced difficulty with pattern recognition once the puzzles became more complex. This finding about the variability in students' understanding of conditional logic indicated the possibility of using games to assess students' CT understandings and skills. Lastly, the results showed that students used various scaffolding tools available within the game, which provides a rationale for continuing to explore approaches to scaffold computational problem-solving within game-based environments. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]