Computational thinking enjoys a popularity because of a renewed interest in coding, associated with computer programming. It also resonates in light of Internet-based algorithms. Yet its underlying premises of data representation and abstraction, critical thinking and logical reasoning, and systematic problem-solving techniques, transcends technology even as it is incorporated for more effective calculations. The field is still young enough that it challenges teacher preparation faculty and their students. Several practices offer useful approaches so that both pre- and in-service teachers can gain confidence and expertise in designing instruction that leverages computational thinking that can be applied across the curriculum. Such CT education should start early in pre-service teaching training, encompassing computational concepts and tools that inform constructionist active learning strategies within methods courses. Furthermore, field-site student teaching should also offer opportunities for pre-service teachers to plan and implement CT-enriched active learning experiences with K-8 students.