In this chapter, we present a model to incorporate computational thinking (CT) in primary and secondary classrooms as a progression from learning to think computationally to designing computational models to support disciplinary inquiry. Specifically, the model includes three stages that build on each other: (1) CT, (2) computational modeling, and (3) computational inquiry. As students progress through each stage, they develop the necessary skills to leverage CT to explore and solve disciplinary problems. We present examples at each stage that show how CT could be integrated into classrooms. The focus on CT integration to address core disciplinary ideas in the model has the potential to increase the role of computation in schools.