This study explores the influence of a professional development (PD) model aiming to build teacher capacities for K-12 schools. It examines the impact of this PD on teachers' learning of content and pedagogical knowledge related to computational thinking (CT). It also investigates the lessons learned during the implementation process. This mixed-methods study examined 25 teachers who participated in the PD. The pre- and post-test analysis showed positive outcomes of this PD in helping teachers learn CT skills. The thematic analysis of the qualitative data identified themes to reveal how teachers integrate CT into their lesson plans and classroom practices, as well as lessons learned. Learner-centered multidisciplinary approaches, differentiated learning, and unplugged activities were three main themes identified in teacher created lesson plans. Specific recommendations based on the lessons learned include offering PD over an extended period of time, blended learning, and promoting collaboration.