Teachers are increasingly integrating computational thinking (CT) into subject-area learning opportunities with the aim to meet both subject-area and CT learning goals. Prior work has identified CT practices synergistic to subject-area learning, less is published about pedagogical frameworks for instructional practices when integrating CT into content area teaching. This poster presents data from educators (teachers and professional developers) about crucial factors in CT integrated lessons. Preliminary analysis indicates educators advocate for eight practices including explicit teaching of CT practices, reflection opportunities that name the CT practices, clear content connections, connections to everyday life and students’ existing knowledge, and multiple modes of engagement and modalities (including hands-on learning).