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This study explored the dynamics and key factors influencing the development of computer science education (CSEd) pathways in teacher preparation at 10 higher education institutions in the United States. Through cross-case analysis, the findings highlighted that personal commitment and leadership from CSEd champions played a key role in initiating and maintaining CSEd efforts. Other factors acted as a double-edged sword, serving as enablers in some cases and barriers in others. These factors include funding sustainability, stakeholder buy-in, and state-level policies, which could support or complicate CSEd implementation depending on their flexibility and alignment with institutional needs. The study concluded that successful CSEd pathway development requires multifaceted, holistic consideration, balancing leadership, institutional support, and systemic alignment. These insights offered valuable guidance for teacher educators, policymakers, and institutions aiming to expand CS teacher capacity for equitable K–12 computing education.