Despite the increasing number of coding initiatives to promote computational thinking (CT), their main focus on in-service teachers in large school districts of the big cities far from exemplifies opportunities for preservice teachers (PSTs) to learn how to promote it in rural elementary school settings. As a preliminary step, this research examined how a specific workshop, designed to infuse CT in a science methods course, influenced PSTs' motivation, skill, and usage access to CT. A pre- and post-test quasi-experimental design guided the research. The two intact classroom sections of an elementary education science method course (N=43) were randomly assigned to either a control group or an experimental group. After the covariates were controlled for, attending the workshop increased PSTs skill and usage access as well as their likelihood to incorporate CT in their lesson modifications. PSTs' deeper discussion of CT processes and affordances of CT in relation to the phases of 5E Model is essential to helping them connect CT to the science pedagogy.