Since the mid-2010s, an education policy agenda emerged in curricula across the world projecting the need to teach computer programming in schools. This paper discusses the insertion of programming in the Swedish compulsory curriculum and argues that this change was primarily driven by the tech-industry and their formed alliances with governmental agencies, municipal agencies, as well as non-profit organizations. By employing policy network analysis, both the key actors involved in shaping the programming agenda in Sweden and the discourses that led to its circulation nationally are identified. Theoretically, the paper draws upon Khan’s (2012) conceptualisation of elites as individuals or organizations who hold key positions within society, possessing vastly disproportionate control over or access to resources. As such, this paper focuses on the resources mobilised by tech-industry actors, while illustrating the positions they hold within the policymaking field. The findings point towards the transformation of tech companies in elite policy actors with power to promote their interests via different channels and, through that, shape education policy.