By the end of the 2021-22 school year, CoolThink@JC had scaled successfully to 131 Hong Kong primary schools. This topical report explores the relationship between CoolThink implementation and student learning during the 2021-22 school year in schools in their first or second year of adopting CoolThink@JC. The report draws on data collected for SRI's study of CoolThink implementation and for the Education University of Hong Kong's study of student outcomes to address the question, "What implementation factors are associated with greater student learning gains?" To conduct this analysis, SRI modeled student gains on computational thinking assessments in spring 2022 as a function of individual implementation measures, holding student achievement and other characteristics at pre-test (spring 2021) constant. The relationships described in this report are correlational and not causal, so they do not provide conclusive evidence about implementation factors that promote stronger student learning. However, clusters of correlations between implementation factors and outcomes offer promising evidence to support hypotheses about which implementation factors are key to successful CoolThink adoption. The findings offer promising evidence that strong CoolThink implementation supports greater student learning gains. [This report was created and funded by the Hong Kong Jockey Club Charities Trust. The report was co-created by the Education University of Hong Kong, Massachusetts Institute of Technology, and the City University of Hong Kong.]