Algorithmic Thinking (AT) is at the core of Computational Thinking (CT). A number of initiatives target CT, few of them focus on AT and even less deal with Graph Algorithmic Thinking (GAT) with younger learners. This paper reports on tangibles’ design for GAT, appealing to different senses so as to engage learners actively. It presents a field study with GAT tangibles and 14–15 years old high-school learners, divided into two groups: one group used tangibles, the other used traditional means, namely, paper and pencils. The study results show that tangibles were more engaging than in the traditional GAT setting, and differences among groups are statistically significant. The paper concludes by discussing the study results and advancing suggestions for future interventions related to engagingly teaching GAT.