This study investigated the effectiveness of localized learning content (LLC) in enhancing computational thinking (CT) skills and learning motivation among 6th-grade elementary school students in Busan, South Korea. In contrast to conventional methodological approaches, our research focuses on the transformative power of culturally and contextually relevant educational content. The study involved eight classroom teachers and 153 students, half of whom were exposed to programming education based on LLC and the other half to a conventional curriculum approved by the Ministry of Education. Quantitative analysis revealed a statistically significant improvement in CT skills and learning motivation among students in the LLC group compared to those in the control group, with effect sizes indicating a moderate magnitude of improvement. Semi-structured interviews with teachers and students supported these findings, indicating higher engagement and perceived relevance of LLC-based courses. However, this study also uncovered challenges related to the time and resources required to develop localized content. Despite these limitations, this study supports the potential utility of LLC, aligning with the sociocultural theory and the information process theory. It also opens new avenues for future research into LLC's long-term efficacy and logistical feasibility. Given the significant improvements in CT and student motivation, the findings underscore the potential of LLC as a transformative approach in software education.