This research paper conducts a comparative analysis of Python and Scratch, exploring their strengths and weaknesses in introductory programming education. While Scratch serves as an excellent starting point, it has limitations, prompting discussions about its suitability for all learners. Some argue that starting with Scratch facilitates a smoother transition into Python, while others suggest its effectiveness in attracting beginners to computer science. The study, conducted over 12 weeks among beginners in a Nigerian higher institution, aims to assess factors such as ease of learning, versatility, community support, and real-world application on both platforms. The first 4 weeks, participants were introduced to Scratch, then were introduced to Python from week 5 to 8 and finally week 9 to 12 were to work on projects and compare both platforms. 
The research delves into the experiences of participants lacking prior programming experience, emphasizing the exploration of thematic analysis, System Usability Scale (SUS) scores and individual responses. A total of four evaluations were carried out.  Results from the thematic analysis of the 1st evaluation using thematic analysis reveals that Scratch has the ability to foster computational thinking. The 2nd evaluation reveals that Scratch is preferred for tasks such as game development which has the ability to further deepen their programming experience. In the third evaluation, 46.3% of the participants agreed that experience gained from Scratch was helpful in learning Python while 70% agreed to some or a great extent that knowledge and skills acquired from learning Scratch was transferable to learning Python. The fourth evaluation was to understand the ease of use of Scratch versus Python using SUS.  The results from SUS notably reveal that the limited number of female participants showed intriguing preferences, with a lone female participant indicating a higher preference for Scratch. However, examining individual responses revealed a consistent outlier, with all participants expressing a higher preference for using Python more frequently than Scratch, despite their initial exposure to both platforms. This research suggests that the choice between Python and Scratch goes beyond syntax preferences, involving pedagogical strategies and the learning experiences each platform offers. 
This research contributes insights into the effectiveness of Scratch and Python in an educational setting, offering a nuanced understanding of the preferences and experiences of beginners. The findings underscore the importance of considering not only platform features but also individual learning experiences and pedagogical strategies in shaping programming education for novices.