This paper describes a replicable partnership model developed by a graduate school of education that aims to improve elementary student performance in science and math through modifications to pre-service methods courses using computational thinking (CT) content and pedagogy. In collaboration with computational thinking subject matter experts at the International Society for Technology in Education (ISTE), a team of childhood education faculty adapted methods courses and field seminars to integrate CT instruction and activities. Pre-service teachers (PSTs) were asked to draw on methods and seminar coursework to design and facilitate CT integrated lessons for grades 1-5 students during field work and student teaching. They were also asked to submit for three new stackable micro-credentials evaluating educator competency in CT developed by ISTE. Data about preservice teachers’ experience was collected through focus groups, their lesson plans, micro-credential submissions, and questions or concerns raised through faculty. This data was discussed during design team meetings between administrators, faculty, and ISTE to triage immediate issues, inform decision making such as setting deadlines or crafting communication plans, and identify opportunities for alterations to the model.