This study aims to deepen the understanding of how computer programming is taught and assessed in Swedish schools by focusing on teachers’ perspectives. It explores how technology teachers (teaching years 4–6, students aged 10-12) perceive their roles and responsibilities in teaching computer programming, primarily within the technology subject, and examines what computer programming content is taught and assessed. The research is based on a survey and interviews with seven experienced teachers who taught computer programming before it became mandatory. The findings reveal similar views among the teachers but also significant variation in assessment practices, categorized into four distinct personas, ranging from a strong disciplinary content and product focus to a weaker disciplinary content and process orientation. The discussion reflects upon how these variations may be influenced by teachers’ backgrounds, computer programming knowledge, and unclear policy documents. The conclusions suggest that, due to this variety, Swedish students may not be equally equipped with the digital skills needed for participating in a digitalized society. To enhance equity, we argue that teachers need better preparation to effectively integrate computer programming skills across subjects. Additionally, we recommend clearer national guidelines on how to teach computer programming and how to assess this subject content in compulsory education.