In our technology-based society, the field of computer science is integral to the economic, scientific, and security-related arenas of the United States. Despite efforts to diversify the domain of computing, most computing professionals are male. Consequently, girls rarely see female role models working in computing. The disparity between male and female representation in the computer science profession is also evident in high school computer science classrooms where girls participate in lower numbers. To support the work of bringing more girls into computer science, it is important to understand the experiences of girls in the computer science classroom. In this basic qualitative research study, I used the frameworks of social role theory and self-determination theory to explore high school female students' motivations, perceptions, and learning experiences related to taking a computer science course as well as female students' intentions of pursuing future computer science opportunities. I conducted semi-structured interviews with a sample population of 15 high school female students in the United States. I used thematic analysis to categorize and code the data. The findings of this study revealed that girls wanted to change the perception that computer science was a male profession; they perceived that high school computer science was a male-dominated course. Once girls enrolled in computer science, their engagement and interest increased in the coursework. Girls' motivations were driven by their autonomy, desire to do well in the course, and encouragement from family, school staff, and peers. Girls desired to continue learning more computer science beyond high school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]