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Integrating computational thinking (CT) into elementary science is essential for students to develop foundational understandings of CT within the sciences. Because science and computer science are challenging topics, it is imperative to research strategies to prepare elementary teachers to effectively integrate CT into science in alignment with the NGSS standards. We seek to understand how to support elementary teachers in building pedagogical knowledge about incorporating CT into elementary science education. After a professional development experience, we found that elementary teachers frequently developed lesson plans that operationalized CT practices in a way that did not align with CT frameworks. We suggest design changes to CT teacher education programs to inform teacher education around CT integration in science for elementary grades.