This case study aims to describe the learning characteristics of a child and evaluate his preferences for using physical manipulatives (PM) and virtual manipulatives (VM) to solve fraction problems. The participant in this study was a fourth-grade child. The child was given similar problems to solve using PM and VM. Data sources were observations and interviews conducted with the child during and after the tasks were completed. The results showed that the child engaged and preferred solving fraction problems using PM more than VM. The child stated that PM helped him quickly understand the relationship between various representations of fractions and model them using manipulatives. He reported the VM did not help him solve the problems.