There is a recognized need to understand the current state of programming implementation in the Swedish compulsory school system. This study focused specifically on the implementation of programming in the school subject of technology for grades 4-6. In Sweden, the responsibility for choosing teaching and learning material lies with individual teachers. Recent studies have indicated the prevalence of visual programming languages (VPLs) in classrooms. However, no empirical research has specifically investigated why teachers select particular programming learning environments (PLEs) and the challenges they have overcome in this process. Therefore, this study aimed to explore the PLEs used by teachers and the factors influencing their choices. In addition, this study explored the role of pedagogical content knowledge (PCK) and the influence of systemic and situational amplifiers and filters in shaping the programming education landscape, highlighting the importance of understanding these factors for effective implementation. Semi-structured interviews were conducted with 14 experienced programming teachers in grades 4-6 to gather insights. The results revealed that VPLs, particularly Scratch, have been widely adopted, but the study also identified three textual programming languages being utilized. Furthermore, the findings indicate that teachers' previous education plays a significant role in shaping their PLE preferences. This suggests that programming education in both professional development and preservice teacher training is crucial for effective implementation. By investigating PLE choices and the factors influencing them, this study contributes to a better understanding of the current landscape of programming education in Sweden's compulsory school system.