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Identifying and challenging problematic stereotypes about computer scientists is critical to foster inclusive computer science (CS) education. This study explores elementary teachers’ perceptions of computer scientists in the context of a professional development (PD) program designed to support the integration of CS with culturally responsive pedagogy in content area instruction. Qualitative data were collected from multimodal renderings created and presented by PD participants. Findings indicate that teachers’ perceptions often reflected stereotypical views but also showed some awareness of diversity-related issues. Further, data reveal insights into participants’ broader perceptions of the CS field. Implications are drawn regarding the use of visual methodologies to generate opportunities for challenging and dismantling persistent stereotypes.