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Computational thinking (CT) is a fundamental skill for 21st Century work. Historically, CT instruction has existed primarily in computer science courses that lack both racial/ethnic and gender diversity. Scholars argue for broadening CT access for K-12 students by integrating CT in core curricula, however, CT/content integration remains uncommon. A major barrier to widespread CT integration is limited CT professional development (CT-PD). Given that, we drew on teacher professional development research to design and implement a fully unplugged CT-PD with inservice secondary science teachers that focused on unplugged strategies for integrating CT in core science curricula. We examined the influence of the CT-PD on teachers’ CT understanding and CT integration self-efficacy, as well as, program components that participants identified as particularly beneficial to their CT understanding and self-efficacy in CT/science integration. This study provides important insights for the development of future CT-PD offerings for inservice teachers.