In this poster, we present empirical insights into first-year students’ self-direction in learning programming. In this study, we use a 25-item Personal Responsibility Orientation to Self-Direction in Learning Scale (PRO-SDLS) to assess the self-direction of first-year students in learning programming. The PRO-SDLS is comprised of 4 constructs: self-efficacy, initiative, motivation, and control. Additionally, this study examines the results of the PRO-SDLS across different demographic groups (i.e., first-generation, students with employment, financial aid, etc.). A pre- and post-survey was administered during the Fall 2024 semester in an introductory programming course for first-year engineering students. Data was collected from seven course sections, two of which were used for the experimental group, and five course sections were used for the control group. The experimental group used different tools, such as MATLAB Grader and Live Script, to impact self-directed learning, while the control group followed traditional instruction; however, all sections contained identical content and assessment. These results will reveal initial insights on the change in students' self-direction in learning programming over a semester, and across student groups - an area that has been relatively understudied. The findings will inform classroom practices that foster self-direction in learning programming among first-year students.