Abstract: This poster highlights a cloud, interactive notebook tool (Jupyter & Jupyterhub) enabling K20 instructors to incorporate computer science (CS) into their existing STEM courses and professional developments (PDs). Three different K20 instructor-learner interactions are highlighted. These case studies include leveled instructors: university, high school, and elementary. Instructor-learner challenges lead to two main research questions. First, how does a web-based programming environment enable K20 STEM instructors to incorporate CS concepts into their instruction? And secondly, do web-based programming environments increase learner engagement after initial instruction? Qualitatively data show initial hesitation in learning a new programing language, but instructors gain confidence and begin to use web-based tools to continue their learning. Instructors in CS based PD are more likely to become self-learners when given CS interactive access. Quantitative data support the findings.