Live coding has gained its prominence in Computer Science classrooms as it enhances learning experiences and provides demonstration of programming and debugging in real-time lecture periods. However, live coding may present challenges to the effectiveness and inclusiveness of the classroom. This experience report presents the use of live coding in an introductory level Computer Science course to better understand its impact on novices’ learning and their perceptions of the strategy. We conducted a between-subject study at a public university in the United States through two course offerings. Specifically, the instructor taught the same course in two consecutive quarters, one with live coding and one without. Through assignment and exam scores, grades, and surveys, we compared the collected data for students who experienced live coding with the data for students who did not. We found that while live coding prompts engagement and interaction and students argue that live coding helps them better learn, there is no statistically significant differences on course performance in terms of assignments and exam scores. In addition, most students prefer to keep live coding in lectures despite the issues live coding brings. We also shared challenges, lessons, and practical instructional strategies learned from this report, in the hope that they will contribute to developing an engaging and inclusive learning experience for Computer Science classrooms.