<p>Computer science (CS) and computational thinking (CT) are increasingly recognized as essential elements of K–12 education. This argumentative literature review examines how teachers, particularly at the elementary level, develop identities as CS educators within their specific school contexts. Drawing on a comprehensive review of the literature and using identity theory and intersectionality as analytical lenses, the paper explores how teachers’ self-perceptions, recognition by others, and navigation of institutional expectations shape their ability to meaningfully integrate CS and CT. Although elementary teachers are rarely formally trained in CS, the literature highlights their pivotal role in ensuring early and equitable exposure to CS. However, they face systemic challenges, including inadequate professional development, inflexible curricula, and limited institutional support, which are issues that are especially pressing in culturally and linguistically diverse classrooms. Identity formation, as the review reveals, is not a linear acquisition of skills but a dynamic, relational process shaped by social, emotional, and structural factors. By emphasizing teacher identity, this review reframes CS education as a deeply human endeavor, emphasizing the urgency of legitimizing and supporting elementary teachers as authentic CS educators.</p>