The Culturo-Techno-Contextual Approach (CTCA) is a teaching method based on culture, technology, and context to ease difficulties in students' understanding of concepts. Python Programming as a concept in computer studies is difficult for students to understand at the secondary school level. This study investigates the efficacy of the CTCA in understanding Python Programming in the Nigerian computer science education curriculum. This study adopts a quantitative approach. Analysis of covariance procedure is applied to the data with pretest scores inserted as the Covariate. The results show that the experimental group significantly outperformed the control group. Thus, our findings reveal a statistically significant difference in academic achievement in Python Programming of students taught using CTCA and those taught using the lecture method, regardless of gender. The novelty of this study is hinged on the testing of a cultural teaching method in easing the difficulties relative to the study of Python Programming. This study, therefore, provides empirical evidence for the adoption of the CTCA in computer education.