This paper draws on initial findings from research carried out as part of the second phase of a Doctor of Education programme of study. The aims of the study respond to a reported gender imbalance in the subject of computing in England. Whilst girls are reported to outperform boys in the subject, Computer Science at GCSE attracts only 21% of girls. The preliminary findings allow the researcher to consider the results from an early study of images of secondary school computing classrooms provided by trainee teachers. Early findings give an account of the trainees conflict with their ‘habitus’ in their placement classrooms, and the gender preferences of the trainees in their choice of space. The ongoing study aims are to provide recommendations for revising curriculum material and classroom design for initial teacher educators in England.