Debugging is a critical yet challenging programming skill, particularly for novice programmers who often rely on ineffective trial-and-error approaches. This study applied Steps 2 and 3 of the Decoding the Disciplines (DtD) framework to address a major debugging bottleneck: novices’ inability to plan and execute structured debugging strategies. Through decoding interviews, structured interviews, and think-aloud exercises with six expert debuggers, we uncovered the implicit mental processes that guide expert debugging. Data analysis by means of a Narrative Data Analysis Framework (NDAF) revealed seven systematic steps that experts follow when locating and resolving program errors. These steps were synthesized into a structured debugging model that can be used for instructional purposes, offering novices a clear and replicable process for approaching debugging tasks. The study also demonstrated how experts’ self-theories influence their debugging practices, with growth-oriented experts showing greater adaptability and persistence. By making expert strategies explicit, this research contributes a practical model for teaching debugging, with the potential to improve novices’ problem-solving skills and foster growth-oriented approaches to programming challenges.