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Learning programming has become increasingly popular, with learners from diverse backgrounds and experiences requiring different support. Programming-process analysis helps to identify solver types and needs for assistance. The study examined students’ behavior patterns in programming among beginners and non-beginners to identify solver types, assess midterm exam scores’ differences, and evaluate the types’ persistence. Data from Thonny logs were collected during introductory programming exams in 2022, with sample sizes of 301 and 275. Cluster analysis revealed four solver types: many runs and errors, a large proportion of syntax errors, balance in all features, and a late start with executions. Significant score differences were found in the second midterm exam. The late start of executions characterizes one group with lower performance, and types are impersistent during the first programming course. The findings underscore the importance of teaching debugging early and the need to teach how to program using regular executions.