Background and Context: The Domain-Specific Programming (DSP) platforms EarSketch and TunePad are being used widely in schools for coding novices. Existing studies on both platforms have mainly concentrated on attitudinal changes, leaving a gap in the literature. Objective: The purpose of this research was to advance our understanding of two contrasting DSP platform designs that aim to achieve the same Computational Thinking (CT) learning goals. Method: Two mixed-method case studies were conducted in an authentic school setting to evaluate the design and use of EarSketch and TunePad. Findings: The results suggest both platforms enabled CT that contributed to interdisciplinary learning outcomes, but educators and DSP platform designers should be mindful of their respective strengths, weaknesses, and limitations. Implications: Each platform may suit diverse educational goals, considering individual student backgrounds and interests. Additionally, when designing DSP platforms with interactive graphical features, trade-offs for enabling CT should be considered.