This chapter is an essay in which the author, a computer scientist and education scholar, credits her ability to readily embrace computational thinking upon first encountering it to formative personal experiences from her childhood. She reflects that her participation in the math club during junior high school, where she delighted in mathematical puzzles and logical reasoning, together with the later experience of exploring LOGO programming at university, gradually nurtured an approach very similar to what is now called computational thinking. Because the author has consistently explained abstract ideas by drawing analogies to everyday objects and concrete activities such as cooking, she once again frames computational thinking through this familiar lens. The entire process of cooking—setting a goal and breaking it down, designing and refining a recipe, planning and scheduling, preparing ingredients, executing each cooking step in order, and finally cleaning up—is interpreted in detail from the perspective of computational thinking, making each step relatable and vivid. She encourages readers to experiment with introducing computational thinking perspectives into the ordinary activities they already know well. Finally, at the end of this chapter, from a broader educational standpoint, the author reflects on the connection between what children of the future should learn and the cultivation of computational thinking, and she offers a carefully considered proposal for how such thinking can best be learned.