Computational thinking (CT) is emerging as an important theme in computer science and high school education. However, research is needed to develop pedagogies for introducing students to CT. This research study examines the possible synergistic effect of implementing CT into a STEM subject, e.g. biotechnology. The study uses three interventions in which students work with predesigned computer models. Quantitative and qualitative methods are being used to gather data for analyzing students’ gain in both content knowledge and CT.