Background and Context: Women are severely underrepresented in computer science (CS). Understanding varied entry points into CS may promote women's participation in the field. Objective: This study identifies experiences that influenced women's matriculation into CS majors, and pathways into CS based on participants' enrollment in bachelor of arts (BA) or bachelor of science (BS) degree programs. Method: Semi-structured interviews were conducted with 13 women completing CS bachelor's degrees at a public institution in the U.S. Findings: Findings show different entry points into CS based on whether women matriculated into the site institution's College of Engineering (pursued a BS degree) or College of Arts and Sciences (BA degree). For most, introductory CS courses were critical to choosing a CS major. BS students entered college with existing STEM interests and received early exposure to CS via curricular requirements. BA students entered CS courses and majors comparatively later, often based on social encouragement. Implications: Degree program structures and curricula influence students' exposure to CS and their major choices. Since most BA participants did not consider a CS major until their second year, flexible curricula can provide critical access for students with limited computing experience.