This study investigated whether computational thinking skills and participation styles in online instructional discussions differ according to faculty, class, and gender and examined the relationship between computational thinking skills and participation styles in online instructional discussions. A total of 249 teacher candidates from five faculties participated in the study. Most of the participants were female (73.5%). The study collected data using the "Computational Thinking Skills Scale," "Participation Styles in Online Instructional Discussions Scale," and a demographic information form. According to the results obtained for computational thinking skills, statistically significant differences were found in the variables of faculty, class, and gender. Regarding the results obtained for participation styles in online instructional discussions, statistically significant differences were found in the variables of faculty and gender. Additionally, a statistically significant positive moderate relationship was revealed between the scores of computational thinking skills and participation styles in online discussions.