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Amongst efforts to realize computer science (CS) for all, recent critiques of racially biased technologies have emerged (e.g., facial recognition software), revealing a need to critically examine the interaction between computing solutions and societal factors. Yet within efforts to introduce K-12 students to such topics, studies examining teachers' learning of critical computing are rare. To understand how teachers learn to integrate societal issues within computing education, we analyzed video of a teacher professional development (PD) session with experienced computing teachers. Highlighting three particular episodes of conversation during PD, our analysis revealed how personal and classroom experiences—from making a sensor-based project to drawing on family and teaching experiences—tethered teachers’ weaving of societal and technical aspects of CS and enabled reflections on their learning and pedagogy. We discuss the need for future PD efforts to build on teachers’ experiences, draw in diverse teacher voices, and develop politicized trust among teachers.