The teaching and learning of programming are often considered a difficult topic for both teachers and students, due to its complexity and abstract nature. The traditional teaching approaches are unable to contribute substantially to the development of the necessary cognitive models by the students, producing high rates of failure and dropout in introductory programming courses. In the last 30 years, the scientific community has not stopped looking for new pedagogical approaches and teaching techniques in introductory computer programming courses. Various studies have shown that pair programming under appropriate conditions may create an environment conducive to learning, leading to an increase student interest in programming. In this paper, the author presents the results of a pilot teaching intervention. The sample was collected among first-grade students of a high school in Greece. The results showed that the pair programming is more efficient than the solo programming, both on facilitating and supporting students' learning and understanding of basic programming concepts, as well as on improving students' attitudes toward programming.