As jobs in the computer and information technology occupations are projected to increase 11.5% between 2019 and 2029, it is imperative that we have a strong pool of candidates that is wholly representative of our population. The percentage of women in computer science occupations continues to be substantially less than for men, representing almost 1 in every 4 (24% as of 2023) employed in the field; it is therefore crucial to identify solutions that could inspire more girls to pursue careers in computer science. Increasing the number of women in computer science is not only equitable and a just action to take that fosters socioeconomic mobility but also ensures the U.S.A.’s economic competitiveness through diversifying perspectives and increasing creativity and innovation. Middle school has been associated with critical developmental milestones that guide identity formation and potential career choices. Using a descriptive mixed methods approach, this study investigates how and if middle school CS curricula foster participation and engagement of girls in computer science. Social Cognitive Career Theory (SCCT), which is based on a triadic relationship between self-efficacy, goals, and outcome expectations, provides the foundation for identifying what components of CS curricula promote self-efficacy, career goals, and outcome expectations toward CS.