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Schools are increasingly offering opportunities for students to take classes in computer and information sciences, but the numbers and diversity of students who enroll and persist are not always representative of a school's student population. To meet these goals, students' needs and interests must be addressed. This paper will describe what matters for students in high school and community college computing classes. The data include interviews with 30 students (73% Latinx), surveys from 58 students (77% Latinx) and interviews with three counselors (2 college, 1 high school). The findings show that students will engage and persist in computing pathways when they: a) are project-based where those projects are hands-on and allow them to see the results of their work, b) create positive social connections and a sense of belonging, and c) create opportunities for learners to be active agents in their learning. Students will also enroll in computing classes to fulfill requirements for graduation or for a different major, but they are less likely to persist if they don't see the results of their work or have support and encouragement from teachers or counselors. The factors that are most important vary for high school and college students, and counselors are more likely to describe extrinsic sources of motivation. The findings are interpreted using self-determination theory, which provides a framework for understanding how students' sense of autonomy, competence, and connection influence their motivation to engage and persist in computing.