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In this paper, the repertory grid is presented as a technique to explore novice programmers' experiences within the context of an action research project. The theoretical and methodological aspects of the technique are discussed. The findings from the technique that combined quantitative and qualitative data analysis methods are provided. These findings relate to the learning process, learning content, and learning support as experienced by the students in an introductory object-oriented programming course. The repertory grid technique is then appraised for its relevance and usefulness to the project, and for its contribution to the diversity of computer science research methods. Insights gained from the use of the technique are shared with the community of computer science educators.