This case study explores the integration of computationalthinking into the mandatory STEM curriculum in Flanders. It investigatesthe execution of the 'Social Robot' project in three separate classeswithin the Flemish education system, each representing a distinct studytrack. These tracks include general education with a strong emphasis onSTEM, vocational education with a STEM focus, and vocational educationwithout a specific STEM focus. Initial findings reveal variations instudent interest, autonomous motivation, and self-efficacy among thesethree classes. In contrast to students in vocational education classes,those in the general education class display a heightened interest, perceivingthe project as both more challenging and engaging. This casestudy provides valuable insights into the intricacies of integrating computationalthinking within STEM education, emphasizing the necessityfor customized computational thinking initiatives, and underlining theimportance of infusing creativity and real-world relevance to enhancestudent motivation and learning outcomes.