Computer Science (CS) is a rapidly growing field that impacts almost every aspect of students' lives. From media consumption to future careers in medicine, agriculture, security, finance, and other areas, understanding computer programming is essential for 21st-century society and careers. Over the next decade, employment opportunities in computer and information technology occupations will grow. However, current CS positions are primarily filled by men. While elementary school is when students of all genders are most interested in CS content, few elementary educators have CS training. This gap in professional development for educators creates a missed opportunity to engage all learners in CS learning experiences. A more substantial introduction to CS at the elementary level can encourage female students to further their CS education throughout their schooling, and one way to do this is to create conditions where teachers and students can learn CS concepts together. This three-manuscript dissertation used a mixed methods study of six second-grade classroom teachers to explore the impact on teachers' CS self-efficacy when they engaged with the content alongside their students. As teachers gained experience with CS, this study found increased confidence in their teaching abilities and a greater willingness to bring CS to their students. [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.]