Pair programming in the classroom involves having students pair up at a single computer to complete programming works. The purpose of this study was to investigate the effects of pair-programming on student performance in a game programming class. The qualitative and quantitative data collection processes were carried out simultaneously and the mixed research method was employed. In order to collect student reflections of their experience with pair programming and working with their partner peer evaluation form (PEF) were utilized with demographic data sheet. Four open-ended questions were also asked at the end of pair programming process to gather the opinions of students on pair programming. Data was collected from 102 Computer and Instructional Technologies Department students who either completed programming assignments with a partner or programmed independently. Students who programmed in pairs produced better programs, completed the course at higher rates, and performed about as well on the final exam as students who programmed independently. Our findings suggest that collaboration is an effective pedagogical method for teaching programming courses.