  Quantum science and computing represent a vital intersection between science
and technology, gaining increasing importance in modern society. There is a
pressing need to incorporate these concepts into the K-12 curriculum, equipping
new generations with the tools to navigate and thrive in an evolving
technological landscape. This study explores the professional learning of K-12
teachers (n = 49) related to quantum concepts and pedagogy. We used open-ended
surveys, field notes, workshop artifacts, and interviews to examine teachers'
perceptions of quantum and how they made connections between quantum and their
curriculum. Our data reveal that most teachers were excited and interested in
teaching quantum but were aware of potential barriers and concerns that might
get in the way of teaching quantum. We found that teachers readily identified
connections to math and science in their curriculum, but only a few made
connections to computing. Enthusiasm for teaching quantum concepts was found in
both elementary and secondary educators, suggesting a widespread recognition of
its importance in preparing students for a future where quantum technology is a
fundamental aspect of their lives and careers.
