This is a proof-of-concept study about the implementation of Computational Thinking (CT) in pre-vocational education (ages 14–16) in the Netherlands. This educational track emphasizes practical competences as a preparation for students’ professional future. For this reason, this study aims at connecting CT to relevant processes in a professional context. We conceptualized CT as a process of (re)formulating problems in such a way that it becomes possible to solve the problem with the help of computer technology. We used unplugged coding to illustrate CT concepts such as abstracting and algorithms. In co-creation with teachers in vocational education, two exemplary lesson series were developed, taught and evaluated with students (case 1, n = 11; case 2, n = 10) and teachers. Results show that students found the lessons attractive and relevant. Teachers found the lessons useful for the target group. The lessons learned from this study signify the importance of making CT concepts and skills explicit and of unambiguously connecting CT skills to examples of future professional practice. In addition, CT lessons should not be a one-time event in the curriculum.