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While advocates for interdisciplinary learning have voiced risks of separating out disciplinary learning into discrete silos, studies of contact between heterogeneous disciplinary perspectives in both pedagogical and real world professional settings point to other risks that educators may need to consider. As such, designing for interdisciplinary learning does not simply require addressing functional problems such as teacher professional learning and time in the school day, but rather implicates complex epistemological navigations that must be taken into account. This manuscript explores potential epistemic tensions between Computational Thinking (CT) and humanities and arts disciplines based on a Delphi study with experts from three humanities disciplines—language arts, social studies, and arts. We analyzed how experts talked about epistemic tensions between CT and their disciplines and how they saw possible resolutions for those tensions. Our analysis found 5 epistemic tensions: contextual reductionism, procedural reductionism, epistemic chauvinism, threats to epistemic identities, and epistemic convergence.