Two issues of related interest are investigated in this paper. The first issue is associated with the statement
that "Learning to program is a key objective in most introductory computing courses, yet many computing educators
have voiced concern over whether their students are learning the necessary programming skills in those courses" (McCracken et al., 2001 p.125). The second issue considers which task CS1 students have more difficulty with: code generation or code comprehension. To investigate this, we analysed our CS1 course results in terms of laboratory exercises, comprehension, generation, factual/conceptual, and multiple-choice exam questions. Contrary to our initial expectations our students' code comprehension and generation skills appear to be tracking each other.