This paper reports the second of two studies on the impact of a Cognitive Apprenticeship-Based Learning Environment (CABLE) in the teaching of computer programming. The pedagogical model used in this study employs a combination of instructional strategies including directive support, responsive cognitive apprenticeship, collaborative learning, stimulating metacognition, using technologies via the use of tele-apprenticeship and online discussion. In an earlier study, students who participated within the CABLE project scored more highly on test scores, relative to comparable students who did not participate within CABLE, but these effects were found to be restricted to high-ability students. In the present study, students who participated within CABLE scored more highly than those participating within the non-CABLE group. However, with an enhanced CABLE environment, the benefits of CABLE were now evident in both ability groups, with the effects being more prominent within the low-ability group.