Current efforts to prepare teachers for integrating computational thinking (CT) into disciplinary areas often do not ensure equitable CT experiences for students. This study examined teachers' CT integration by applying the Accessible Computational Thinking (ACT) Framework designed to align elementary science teachers' professional learning and classroom implementation of CT-infused science with culturally responsive teaching (CRT). Using a case study approach, we analyzed lesson and classroom data from two elementary teachers over one academic year for evidence of ACT in elementary science teaching as the result of a professional development workshop grounded in the ACT Framework. The findings revealed that the participating teachers applied the ACT Framework to implementing CT-CRT-infused science lessons in varied ways: 1) computational simulations opened up rich opportunities for students to engage in CT practices related to data and systems thinking, 2) programming was used with narrow applications, 3) teachers highlighted "using computational simulations" but not "creating" or "assessing" them, 4) teachers recognized the need for intentional planning to integrate students' diverse backgrounds and perspectives into their CT-infused science lessons. These findings suggested that a holistic approach was required to evaluate the rich and complex ways teachers engaged students in CT practices in elementary science.