Digitally controlled systems, such as elevators, washing machines, and traffic lights, are ubiquitous in children's present-day world. However, in current educational practice, such systems are hardly being addressed, and little is known about children's initial understandings about such systems in concrete situations. Therefore, we explored grade 3 and grade 6 pupils' understandings of digital control systems in the contexts of a car park, an elevator, and an autonomous robot. We interviewed 48 pupils to explore their initial understanding of the system at hand from the perspectives of the user, the computer, and the programmer perspective. The interviews were analyzed through a directed content analysis. Results from three perspectives and three contexts are described.