Computational thinking (CT) has been introduced into the curricula of several countries by integrating it with specific subjects or as a subject in its own right. Despite the prominence given to CT in such curricula, definitions of CT vary. Furthermore, teachers find integrating CT into subject-specific learning challenging. Through a case study, we explored how CT can be integrated into science teaching to enhance subject-specific learning. Data were collected using video recordings and coded according to a framework which combined CT and inquiry-based learning. Our findings indicate that when learning science through CT, students worked systematically and science was foregrounded, while CT was a crucial element in solving problems.