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In this poster, we will present approaches and associated design principles for integrating computational thinking (CT) into middle school Social Studies, Arts, and Language Arts instruction to en- hance disciplinary learning. We used four steps to identify these ap- proaches and design principles: (1) co-design with teachers and ex- perts in computer science and CT education to ideate CT-integrated lessons; (2) research team meetings to identify initial design prin- ciples based on the ideated lessons; (3) consultation with subject matter experts; and (4) conducting a Delphi study with pedagogical experts (e.g., teachers, curriculum writers, teacher educators) to examine the clarity, feasibility and potential impact of the design principles. The process led to three broad approaches to integrate CT into Social Studies instruction that included 14 design principles, three for Arts with 16 design principles, and four for Language Arts with 13 design principles.