The increased push to expand computing into K-12 schools in the United States requires us to train thousand s of new teachers to not only understand computing ideas, but also how to teach their students how to think computationally. However, there are few teacher education programs that focus on developing preservice teachers’ understanding of computational thinking and training them to incorporate it in their future classrooms. In a recent paper in Communications of the ACM, we argue that teacher preparation is a critical aspect of embedding computational thinking ideas in K-12 classrooms. We provide recommendations on approaches to prepare preservice teachers to teach computational thinking within the constraints of teacher education curricula.