In this chapter, we situate Sweden in an international context focusing on how programming and computational thinking have been introduced into primary and lower-secondary education (grades 1–9 in the Swedish system). Our review shows that the strategies used in different countries have their own pros and cons, and there is no clear evidence establishing that one method is preferable. Moreover, due to a lack of clear guidelines, decisions on how programming is taught, by whom, and when, are commonly made at school level, also in Sweden. This freedom, or burden, to locally decide on how to implement the curriculum has left teachers in a difficult position, where they are to fulfil the requirements of the curriculum without proper training, time, and competence needed. This has naturally had a negative impact on how programming and computational thinking have been and are introduced at schools. Based on the review we provide six recommendations, which posit that to succeed, a much more systematic and holistic approach is needed, addressing the needs of teachers, students, and schools.