<p>The purpose of this cross-case analysis is to understand how mathematics and English Language Arts (ELA) educators integrated social justice (SJ)-oriented computer science (CS) instruction into middle school classrooms. An integrated curriculum synthesises content and methods from two or more fields to teach curricular concepts and solve complex problems. This research explores data collected as part of a research-practice partnership (RPP) to deepen the field’s understanding of achieving this integration. Through co-designing and implementing instructional units that integrate social justice-oriented CS instruction, we uncovered important themes and patterns that make CS accessible to teachers across varying contexts. These themes encompass the demonstration of the teachers’ (1) willingness to collaborate, (2) design of integrated experiential learning, and (3) adaptive expertise throughout the process. The study aims to highlight actionable conditions and factors for practitioners, teacher educators, and curriculum developers interested in adapting this work to create a justice-oriented integrated curriculum in their context. We meet this purpose by answering the research question: How do middle school teachers describe the co-learning and collaborative design process of integrating justice-oriented computer science instruction into mathematics and ELA classrooms?</p>