There is a recognized shortage of girls choosing computer science or related disciplines. This study aims to examine which attributes contribute to the construction of children’s gender image in programming. A questionnaire survey was conducted at five schools and two out-of-school workshops, ranging from primary schools to a university in Japan. In total, 249 responses were collected. The binary logistic regression analysis suggested that the gender image of programming teachers was independent of the subject teachers’ gender, the gender of the respondents, and the school levels of the respondents. Furthermore, a detailed analysis of the respondents who had gendered images of programming learners suggested that male respondents believe there should be more males studying programming compared to females. Based on our results, one possible solution to address the gender bias challenge in programming is to develop interventions that focus on transforming male students’ perceptions concerning the relevance of female students studying programming.