This paper discusses in detail the nature of the conceptual development in beginning computing education for teachers and makes a case for the inclusion of programming experiences. The controversial nature of this perspective is addressed directly including a historical perspective. The discussion includes an account of some specific notions of computer operations, problem-solving skills, and sound computing concepts that warrant programming experiences. The nature of holistic learning for preservice teachers, the concepts of education versus training, and the demands on educators for mastery, problem-solving, and adaptability in a quickly changing world of technology are issues brought to bear on the argument in favor of programming experiences in teacher education. (Contains 19 references.) (Author/AEF)