As computer science (CS) becomes a foundational part of K-12 education, universities face increasing pressure to prepare pre-service teachers to deliver highly effective CS instruction. However, most teacher preparation programs lack structured pathways to develop CS teachers, and leaders of these programs often feel unprepared to provide CS instruction. Therefore, the Anon Project is a three-year initiative that brings together university teams from across the United States to develop sustainable CS teacher preparation programs. This paper reports on the first year of the project, using data from focus groups with university representatives to explore the challenges they faced while developing their CS teacher pathways. Findings reveal that teams encountered issues with program constraints, policy barriers, and communication problems. Lessons learned include the importance of establishing clear roles and communication protocols, strategically building community, applying best practices for interdisciplinary virtual teams, and developing marketing plans in tandem with program development. These findings offer timely guidance to researchers, policymakers, and educational leaders seeking to meet the growing demand for CS education and expand access.