This study reports a snapshot from ongoing professional development of a group (n=19) of Swedish in-service compulsory school teachers who prepare to implement a new national curriculum which introduces programming as core content in mathematics and technology. Insight into the preparation process was made possible through recorded conversations of three different groups of teachers, who had met to share experiences, thoughts and to discuss how to address programming in their teaching. The group conversations were transcribed and analysed using thematic analysis.The results of the study reveal that the preparation status, with less than five months to go before the new curriculum is effectuated, varies quite substantially between schools and teachers within the same municipality. The study aims to provide knowledge about how teachers navigate in an environment of change with respect to the particular characteristics attributed to programming in the revised Swedish curriculum for compulsory school. Further, the study seeks to contribute to the discussion of teachers’ professional development conditions and needs in relation to expected outcomes of the new curriculum which could be valuable for policy and decision makers at both local, regional and national level.