In this paper, we study the relationship between the content and goals of curriculum revisions toward the integration of computational thinking (CT) in compulsory schools in Denmark, Sweden, and England. Our analyses build on data consisting of a combination of official documents such as new curricula, white papers, and implementation strategies and interviews of experts who are either highly knowledgeable about or were involved in developing the curriculum revisions in these three countries. Our study found that there are strong connections between the CT content data practices and goal competitiveness in England. In Sweden, we found that the relationship between data practices and the goal of competitiveness is strongest. In Denmark, we found that the CT content codes related to data practices, modeling and simulation practices, and computational problem solving practices were all strongly represented, but all were weakly related to policy goals.