This study was conducted after programming became an obligatory part of the Swedish school curricula during 2018 and focuses on teachers’ thoughts on programming in school. The purpose of the study was to examine how resource allocation has been done in schools across the country, and what the teachers had to say about programming based on their knowledge and available resources. The work is written based on an inductive and thematic analysis approach. In order to have a basic understanding of how the resource distribution looks, a questionnaire survey was conducted which included principals across Sweden. We then interviewed six teachers and examined how the phenomenon of programming expressed itself among the respondents depending on their resources. The results showed that the resources do not have a greater impact on the common perception of programming. There are variables that affect perceptions, but most are linked to the shortage of structure and support that seems to be lacking when introducing the area.