<p>This study examines primary school teacher training students’ perspectives on computer science education and how it differs from media education. In a&#xa0;cross-sectional mixed-methods design, 224 students were surveyed using an online questionnaire about their ideas on the content and learning benefits of computer science education for primary school children from the students’ perspective. Based on free-text responses, a&#xa0;total of 798 mentions were analysed and seven main categories of computer science education were identified. The results show that although students name central concepts of computer science, especially programming and algorithms, they often cite media education content such as media literacy and digital communication. Students rarely consistently differentiate between media education and computer science education. In particular, the safe use of digital media is considered to be of great educational value for primary school pupils, while computer science content is regarded as less relevant. The results document a&#xa0;predominantly vague conceptual understanding among the respondents. The necessity of distinguishing between computer science and media education areas of competence in teacher training, while at the same time integrating them in a&#xa0;meaningful way, is discussed.</p>