The purpose of this study was to examine the effect of employing self-explanation learning strategy supported with Worked Examples on acquiring computer programing skills among freshmen high school students. The study adopted a quasi-experimental method, where an experimental group (n = 33) used the self-explanation strategy supported with worked examples in learning programing, and a control group (n = 31) learned to do programing using the learning method defined in the National Guidelines for teaching computer curriculum. The results of the study showed that students in the experimental group achieved significantly better in programing knowledge and skills compared to the control group. The study recommended to include the self-explanation strategy in computer programing courses in high school computer literacy textbooks.