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Background and Context: Researchers and practitioners have begun to incorporate collaboration in programming because of its reported instructional and professional benefits. However, younger students need guidance on how to collaborate in environments that require substantial interpersonal interaction and negotiation. Previous research indicates that feedback fosters students’ productive collaboration. Objective: This study employs an intervention to explore the role instructor-directed feedback plays on elementary students’ dyadic collaboration during 2-computer pair programming. Method: We used a multi-study design, collecting video data on students’ dyadic collaboration. Study 1 qualitatively explored dyadic collaboration by coding video transcripts of four dyads which guided the design of Study 2 that examined conversation of six dyads using MANOVA and non-parametric tests. Findings: Result from Study 2 showed that students receiving feed- back used productive conversation categories significantly higher than the control condition in the sample group considered. Results are discussed in terms of group differences in specific conversation categories. Implications: Our study highlights ways to support students in pair programming contexts so that they can maximize the benefits afforded through these experiences.