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This study investigates the coding attitudes of elementary students’ (K-5) following their participation in lessons that integrated computational thinking (CT) and culturally responsive pedagogy (CRP) in content area instruction. Their teachers attended a professional development program in the summer to develop these integrated lessons for the school year. A total of 149 upper elementary students (grades 3-5) completed the Elementary Students Coding Attitudes survey (Mason & Rich, 2020) both before and after the lessons, while a subset of 58 students spread across K-5 classrooms were interviewed after the lesson implementation. Survey results find a decline in students’ coding interest and perception of coding from pretest to posttest. Conversely, qualitative analysis of interview data, conducted through abductive coding, summary development, and peer debriefing, demonstrated that most students enjoyed the lessons and expressed interest in pursuing coding in the future. The mixed results from this study highlight critical considerations for supporting elementary educators in successfully integrating CT and culturally responsive practices. Additionally, the findings point to opportunities for strengthening professional development and refining our research methods to better capture data within elementary classrooms, particularly in the lower grades.