The work reported here is part of a larger research program that aims to explore the learning strategies that novice computer programmers adopt, the ways in which they integrate knowledge, and the processes they employ when applying their knowledge and skills in different contexts. Our findings, based on a narrative analysis of think-aloud retrospective interviews, indicate that scaffolding can influence progression in learning and can extend a student\'s zone of proximal development (Vygotsky, 1978).