Research explored the change in perspectives of K-12 non-STEM discipline teachers regarding coding as an instructional tool. Whether, and to what extent, participants (n = 35) are willing to embrace coding as a teaching and learning strategy was examined. Findings suggest that participants' perspectives improved as a result of their participation in a series of coding activities that included opportunities for coding, structured reflection, and peer discussion. Results also indicate that a majority of participants (nearly 69%) agree that coding is a critical skill that all educators should address, but many (51%) lack confidence in their ability to integrate coding into their instructional practice. Finally, implications for professional practice are discussed.