In order to succeed in physics especially in the Nigerian educational system, students must expand an understanding of abstract concepts. Elementary instructors often use manipulatives to represent concretely the abstract concepts that students are learning and to connect these concepts to previous knowledge as relates to physics. Traditionally, instructors and learners used concrete manipulatives, however, in many contemporary classrooms instructors and students also use manipulatives (pictorial and virtual). This review article will begin by defining, and providing examples and potential applications of manipulatives. Next, this review article will present the theoretical foundations and importance for teachers and students to use manipulatives in physics education in Nigerian educational system. Finally, this review article will review the literature on the impacts of teachers and students using physics manipulatives. The authors hope that this review article reveals the factors and conditions that may contribute to instructors’ and learners successes and struggles with use the manipulatives.