Tutorials and code puzzles are commonly used in today's novice programming environments to introduce computer programming to children. While research has explored the effectiveness of each instructional format at teaching different kinds of information independently, little work has explored learners' perceptions of value in each or the strategic decisions users make around the instructional format when learning to program. We present a study in which learners selected from a set of tutorials and puzzles with an identical set of programming content. We explore the reasoning behind their choices and the potential implications for the learning support available in future programming environments.