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This paper explores the integration of computer science (CS) and computational thinking (CT) into middle and high school math classes by teachers who received pre-service CS training. Focusing on three participants within a larger study, the paper describes what they find relevant from their programs, how they apply CS/CT concepts and practices into their math instruction, and what role their value of CS/CT plays in their pedagogical approaches. Data were collected through two interviews and analyzed to present case studies. Findings describe how teachers’ integration of CS/CT varies from algorithmic thinking to prioritizing the process over the solution. Findings show the teachers’ motivation to bring CS to their students, whether by incorporating CS/CT practices in their math classroom or advocating for stand-alone classes. Recommendations for pre-service CS/CT-focused teacher preparation programs include greater emphasis on integration, culturally responsive teaching practices, and learning how to teach in addition to what to teach.