This paper explored current experiences of computer students learning an introductory computer programming course in a large class set-up. The study utilized the descriptive survey design and data was collected by making use of a structured questionnaire which was distributed to students in the school in introduction to C programming language at Chinhoyi university of technology. Data that was gathered in this study was quantitative in nature and SPPS version 20 was used to analyze it. Results obtained in the study show that large class environments are not suitable for complex and hands on modules such as computer programming. The majority of student find it complicated to grasp concepts in computer programming and as a result fail the module or memorize content instead of engaging into critical thinking. Since enrolling students in large numbers to fund operations in Zimbabwean universities is the order of the day, this study recommended the development and use of teaching tools that will assist students develop skills such as Self-regulated learning strategies (SRL) to navigate through challenges of large numbers. Despite the challenges that computer programming students face SRL strategies will enable them to be critical thinkers and problem solvers.