The COVID-19 pandemic caused educators across the country and around the world were required to replace in-person instruction of students with teaching/learning through online platforms for a period of months (Perifanou et al, 2021). Despite the numerous advantages that using technology with students were shown to have, many teachers remain resistant to integrating technology into their instructional practices. This action research project investigated the effects of supporting teachers in their utilization of an unplugged coding curriculum connected to the academic standards that govern instruction in one American archdiocese. Participants were engaged in three professional development sessions through both in-person and virtual modalities. Each session was followed with a survey for participants to complete. Findings from this investigation revealed that the curriculum and associated materials that were provided to them were helpful to participants' implementation of unplugged coding in their classrooms. While data about potential changes to participants' mindsets were inconclusive, most participants reported that the professional development in which they were engaged was effectively facilitated to support their implementation of the new unplugged coding curriculum in their classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]