This study aims to evaluate the teaching of the programming process carried out through scenarios related to daily life within the framework of Reverse Engineering and the Theory of Didactical Situations. The sample of the study consists of 15 prospective computer and instructional technology education teachers. Quantitative and qualitative data were collected simultaneously and analysed independently in this study, which was designed according to an embedded mixed method. In the study, the prospective teachers' perceptions of self-efficacy, holistic and analytical thinking skills in problem-solving, academic achievements, and data collected for reverse engineering processes were evaluated in accordance with the effectiveness of programming education. After applications based on Reverse Engineering and the Theory of Didactical Situations, it was determined that the prospective teachers' perceptions of self-efficacy towards programming and their academic achievement increased, and that their analytical and holistic thinking skills when solving problems were also positively affected.