This study aimed to examine teachers' classroom practices in the context of computational thinking skills and to determine their views on computational thinking. In the research process, the Q method was used in which quantitative and qualitative methods were used together. The participants of the research consist of 48 primary school teachers. The socioeconomic level of the environment of the schools where they work, professional seniority and gender variables of the teachers in the participants were collected. It was determined that teachers approached computational thinking skills positively, but they did not fully use the subdimensions of computational thinking skills in their classroom practices. It was determined that abstraction, which is seen as the most important dimension of computational thinking skills in the literature, was not consciously used by teachers in their classroom practices.