The work, which is part of a doctoral research project, reported here aims to explore the learning strategies that novice computer programmers adopt when writing code, the ways in which they integrate knowledge, and the processes they employ when applying their knowledge and skills in different contexts. Here we present an analysis of the data obtained using think‐aloud retrospective interviews of two novice programmers attempting to solve a set of programming tasks. Our findings, based on a narrative analysis of these interviews, indicate that scaffolding can influence progression in learning and can extend a student’s zone of proximal development.