Abstract: Computational thinking (CT) is important for many 21st century skills. The current study seeks to identify the relationship among preservice teachers' demographic characteristics (e.g., gender) and CT outcomes as they develop CT skills during their teacher education program. Participants included preservice teachers (N=184) enrolled in courses delivered by teacher educators (n=17) who attended a CT-focused professional development (PD) program. Data were collected through survey responses before and after participation in a CT-integrated learning module. Results from the exploratory factor analysis indicated that there were three factors: career/knowledge, interest and comfort. The Multiple Indicator Multiple Causes (MIMIC) model revealed the strength of the relationships between certain covariates (e.g., gender) and latent factors (interest, comfort).