This study examines lecturers’ perspectives on the integration of Computational Thinking (CT) and Multimedia Pre-Training in teaching programming at matriculation colleges. Using qualitative methods with in-depth interviews with five lecturers, this study identifies teaching challenges, existing strategies, perceptions of CT, and the role of multimedia pre-training in supporting student learning. Findings indicate that students face difficulties in understanding basic concepts and low levels of engagement, while existing teaching strategies such as step-by-step demonstrations, practical exercises, and the use of visual aids can help overcome these challenges. Lecturers view CT as an effective tool for improving problem-solving skills, and multimedia pre-training improves students’ initial understanding and engagement. This study contributes to the development of an integrated pedagogical model that can improve the effectiveness of teaching programming at the matriculation level.