This correspondence describes an adaptation of puzzle-based learning to teaching an introductory computer programming course. Students from two offerings of the course--with and without the puzzle-based learning--were surveyed over a two-year period. Empirical results show that the synthesis of puzzle-based learning concepts with existing course content improves students' learning experience by increasing their interest and participation in the course and developing their critical thinking skills. (Contains 3 figures and 1 table.)