Computer programming has been part of Information Systems (IS) curricula since the first model curriculum. It is with programming that computers are instructed how to implement our ideas into reality. Yet, over the last decade numbers of computing undergraduates have significantly declined in North American academic programs. In addition, high failure rates persist in beginning and even advanced programming courses representing losses of students to the anticipated of production of future professionals. Perhaps the main reason the current model curriculum in undergraduate information systems education has removed programming is to enable a higher degree of success with higher rates of program completion. Ironically, in the face of this decision, national skills expectations demand programming abilities from graduates of computing programs. Further, most all IS programs business schools require programming, and all ABET-accredited IS programs have multiple courses in programming. While there are challenges in a programming sequence, there is evidence that multiple approaches can be taken to improve the outcomes and perception of success. There is the perception that the problems with this sequence will be improved significantly.