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This study investigated the impact of the Exploring Computer Science (ECS) program on the likelihood that students of all races and gender would pursue further computer science coursework in high school. ECS is designed to foster deep engagement through equitable inquiry around computer science concepts. If the course provides a meaningful and relevant experience, it will increase students' expectancies of success as well as increase their perceived value for the field of computer science. Using survey research, we sought to measure whether the relevance of students' course experiences influenced their expectancies and value and whether those attitudes predicted whether students pursued further computer science coursework. The results indicate that students whose course experience increased expectancies for success were more likely to take another course.