During the past five years, we have made two major changes to our introductory programming course in computer science (CS1). First, we have developed a tool with which we can introduce students to unit testing and test-driven development (TDD)[10]. Second, we have adopted a game development component. We have developed a programming library that allows beginner programmers to implement their own games [5]. We first used games in our K-12 outreach program, and subsequently introduced a similar contextualization to our CS1. Both of these changes follow the recent trends in programming education. It is not difficult to see that computer science (CS) education is influenced by trends in the rapidly developing field of technology. However, reflection on why we, as educators, emphasized one aspect yesterday and emphasize another today is missing. This is the motivation of the present paper. It was just a while ago that we embraced testing in our introductory programming course, and now we are occupied with game contextualization. We need to learn where we stand with regard to these shifts in focus. This paper is a discursive reflection on these changes, conducted by applying content analysis to students’ course feedback. Instead of presenting a controlled experimental study, the paper is a combination of content analysis and teacher reflection practiced over a period of several years.