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Background and Context: Educators make consequential curricu- lar decisions, often with little support, particularly as it relates to equity and how to support all students. Objective: This paper investigates the use of a rubric to support educators evaluating computer science curricula, especially with regards to equity. Method: Seventeen in-service elementary teachers evaluated a computer science curriculum with and without the Teacher Accessibility, Equity, and Content (TEC) Rubric. We examine tea- chers’ responses to prompts and completed TEC Rubrics to under- stand if and how the rubric supported their evaluations. Findings: The TEC Rubric helped teachers attend not only to curri- cular factors related to instructional design but also to issues of equity and accessibility and to identify opportunities to draw on the cultural resources of students and their communities. Implications: We contribute evidence supporting curricular evalua- tion instruments, specifically the TEC Rubric, and their use to direct teachers’ attention to attributes of equitable computing instruction.