This qualitative study employs interviews to explore the process of computing identity development and maintenance among Latina undergraduate students, beginning from their experiences in introductory computing courses and extending beyond. The findings shed light on the significant influence of factors such as peer and faculty recognition, engagement in identity-based extracurricular organizations, and familial and community relationships on the formation of students' computing identities and their determination to persist in the field. These insights highlight the multifaceted nature of computing identity development for Latina students and provide valuable knowledge for promoting inclusivity and support in computing education.