This article describes the Infusing Computing project, a 4-year study designed to support middle and high school teachers in infusing computational thinking (CT) into their disciplinary teaching. Due to the COVID-19 pandemic, weeklong workshops held in summer 2020 were shifted to a virtual format and utilized emerging technology tools, synchronous and asynchronous sessions, explicit collaborative scaffolds, networking, and digital badging. Specifically, this study examined the experiences of English language arts (ELA) teachers (14 middle school, 13 high school) who participated in the virtual Infusing Computing workshops. Findings demonstrated that ELA teachers were able to leverage learning successfully from virtual PD to infuse CT into existing curricula, although teachers differed in the ways that they appropriated and adapted pedagogical tools for CT infusion.