In the past decade, computer programming has been called the new literacy necessary for everyday life. However, discussion on democratizing coding literacy can too often center the experiences of K-12 learners and undergraduates, leaving adult learners' experiences with coding literacy unexamined. If employers come to value computer programming as an important or desired skillset, how coding literacy is learned for the workplace should be closely examined. The need to grow repertories of literacies matters especially for low-income racially marginalized adults, as they must navigate systemic racism that prevents their accessing new literacies that may promote their social advancement or their own survival. In this article, Antonio Byrd addresses this concern by examining the digital literacy life histories of African American adults who attended Clearwater Academy, a nonprofit computer code bootcamp that trains low-income women and people of color in computer programming and job skills. Given the increasing value of computer programming, Byrd offers a discussion of the preconditions of learning coding literacy later in life and the relationship of print literacy and procedural literacy to coding literacy. Additionally, he highlights how computer code bootcamps have placed themselves at the forefront of rapid training for careers in information technology. Then he explains the context and data collection of his year-long ethnographic study before describing the digital literacy life histories of participants. He highlights in particular the relationship among procedural literacy, digital literacy, and coding literacy in the midst of everyday racial conflict. Finally, Byrd describes the implications for this study and call for research on procedural literacy practices among marginalized communities.