Computing education faces a unique challenge when teaching debugging skills to teachers who do not have a formal computer science background but who will need to instruct students in programming. While most debugging research about post-secondary learners focuses on preparing students for the technology industry, teacher professional development (PD) programs often serve a different population: teachers who are learning both computing knowledge and the pedagogical skills to teach it effectively. Through semi-structured interviews with seven facilitators of computing PD programs, this study explores how experienced PD facilitators approach the concept of debugging and instruct teachers in the process of debugging. We use reflexive thematic analysis to show how teacher PD differs from debugging recommendations in post-secondary CS: Rather than focusing on understanding the root causes of errors, facilitators scaffold the teachers’ process of identifying and locating bugs to aid teachers in more quickly producing working programs, which they see as important for supporting teachers’ confidence. This practical approach acknowledges the time constraints of PD workshops. Finding and understanding bugs is the most difficult part of the debugging process and is something post-secondary students struggle with even after completing one or two semesters of CS courses. These insights challenge assumptions about debugging pedagogy and highlight the need to carefully consider when new CS teachers should learn error analysis skills.