This practice paper provides a detailed scaffolded layout of how to embed computational thinking concepts into a project-based math methods course. Parallel to completing a project in which the in-service teachers design solutions for math struggles of their P-12 students, the graduate students reflect on their problem-solving activities using computational thinking (CT) terms. This application of CT as a metacognitive reflection tool is new to the field of CT in teacher education. The mechanisms by which this is carried out are think alouds and digital powerups. This paper represents the first study on teachers engaging with CT concepts and co-constructing meaning of these concepts in their own project-based activity in a math methods course. The research questions and data to be gathered are mentioned as the research portion of this study is in progress. However, the model of CT-integration using reflection mechanisms is valuable to teacher educators and course designers and is easily replicable.