This paper describes disciplinary computational thinking (CT) interventions within mathematics and science methods courses, an instructional technology course, and a practicum placement for elementary preservice teachers (PSTs). The population included two cohorts of elementary PSTs from fall 2018 (n = 9) and fall 2019 (n = 12). Curricular interventions included opportunities for PSTs to practice using, teaching, and reflecting upon disciplinary CT activities with educational robotics, 3D printing, and maker-centered tasks. Results indicate statistically significant increases in self-perceptions of technology, pedagogy, and content knowledge (TPACK), Personal Science Teaching Efficacy as measured by the STEBI instrument, and CT-efficacy for teaching as a result of participation in coursework. The PSTs were also able to describe specific ways they could use CT tools and practices for teaching elementary content and logically apply aspects of TPACK, Substitution Augmentation Modification Redefinition, and the CT in Mathematics and Science Taxonomy practices to their instruction (Weintrop et al., 2016). Recommendations include a progression of activities within courses that can serve as a model for other teacher educators in preparing PSTs to use disciplinary CT.