Novice programmers often struggle through programming problem solving due to a lack of metacognitive awareness and strategies. Previous research has shown that novices can encounter multiple metacognitive difficulties while programming, such as forming incorrect conceptual models of the problem and having a false sense of progress after arriving at and testing a solution. Novices are typically unaware of how these difficulties are hindering their progress toward a solution. Meanwhile, many novices are now programming with generative AI (GenAI), which can provide complete solutions to most introductory programming problems, code suggestions, hints for next steps when stuck, and explain cryptic error messages. Its impact on novice metacognition has only started to be explored. In this study, we replicate a previous study that examined novice programming problem solving behavior and extend it by incorporating GenAI tools. Through 21 lab sessions consisting of participant observation, interview, and eye tracking, we explore how novices are coding with GenAI tools. Although 20 of 21 students completed the assigned programming problem, our findings show a clear divide in the use of GenAI tools between students who accelerated and students who struggled. For students in the latter group, our findings indicate that previously known metacognitive difficulties persist, and that GenAI unfortunately can compound them and even introduce new metacognitive difficulties. Our findings show there is a clear divide between students using GenAI to accelerate and students hindered by these tools. We argue that these findings indicate a need for GenAI scaffolding through new tools and pedagogies to combat this concerning problem.