The advent of data science has led to statistics education researchers re-thinking and expanding their ideas about tools for teaching statistical modeling, such as the use of code-driven tools at the secondary school level. Methods for statistical inference, such as the randomization test, are typically taught within secondary school classrooms using GUI-driven tools. A teaching experiment was conducted, using a learning task designed to introduce teachers familiar with using GUI-driven tools for teaching the randomization test to code-driven tools. Our findings from this exploratory study indicate that the design principles and considerations used to create the learning task supported teachers' introduction to code-driven tools and encouraged an integration of statistical and computational thinking.