Since 1983, the Maryland University Project in Physics and Educational Technology (M.U.P.P.E.T.) has been investigating the implication of including student programming in an introductory physics course for physics majors. Many significant changes can result. One can rearrange some content to be more physically appropriate, include more realistic problems, and introduce some contemporary topics. One can begin training the student in professional research‐related skills at an earlier stage than is traditional. An interesting point to note is that the inclusion of carefully considered computer content requires an increased emphasis on qualitative and analytic thinking.