69 Copyright © 2020, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 5 DOI: 10.4018/978-1-7998-1479-5.ch005 ABSTRACT Globally, computational thinking and coding in schools has become more popular as well as a growing area of interest in education reform. Coupling coding with creative thinking promises to meaningfully engage students in their learning and to improve their coding and computational thinking skills. This prompts discussions about STEAM (Science, Technology, Engineering, Arts, and Mathematics), which promotes creativity and innovation through the integration of the arts in STEM subjects. This study ad- dresses the following question: What mathematics and computational thinking do students learn through diferent models of STEAM education in non-proft and in-school contexts? A small sample was taken of four diferent STEAM programs in Ontario, Canada. We carried out a qualitative case study with 103 participants, 19 adults and 84 students. The fndings from this study have implications for designing, implementing and researching K-8 STEAM programs that promote coding and computational thinking skills in the context of learning mathematics. Integrating Computational Thinking and Mathematics: A Case Study on Four K-8 STEAM Programs in Ontario, Canada Marja Bertrand University of Western Ontario, Canada Immaculate Kizito Namukasa University of Western Ontario, Canada