Abstract: Computational thinking (CT) is an important 21st century skill that needs to be mastered by every k-12 student. Teachers are, therefore, increasingly called upon to teach CT and integrate CT into curriculum. Due to the lack of qualified teachers who can effectively integrate CT into classrooms, teacher education faces the challenge of best prepare teachers with the appropriate content and pedagogical knowledge. This study, taking the experts’ interview approach, aims to identify realistic challenges and potential solutions to address such challenges when designing CT related educator preparation programs. This qualitative study investigated experts’ opinions and experiences related to CT education. Using a snowball sampling, a total of 5 experts participated. The analysis of the data showed three significant challenges teacher preparation programs facing: buy in, capacity building, and logistic issues. Possible solutions to meet such challenges were also discussed by the experts.