This paper illustrates the creative coding decisions of high school interns working alone versus working with in-service teachers to build computing infused coding activities for non-computing classrooms. We investigate program code written in the block-based snap programming language to gain insights on project type, coding complexity, aesthetic choices, and subject matter vs computational thinking balance. We share case studies on intern growth throughout the summer program and how their collaboration influences final product execution. Through our research, we found that students working alone often created tutorial projects whereas teachers working alone focus on interactive narratives. We found that students were able to reuse code snippets across projects to replicate similar mechanics. We also found that given different backgrounds and experiences, students specialize in different aspects of project creation. In general, we find it beneficial to have student-teacher teams working collaboratively.