Background and context: Historically underrepresented youth in computer science persistently experience barriers making it difficult to see themselves in the computer science field including computer science programs and curricula with consistent stereotypical references focused on competition, individualism, and male-associated topics representing a limited view of computer science. Objective: This study explores computer science interest and identity development of historically underrepresented youth. Method: One hundred and thirty-five self-identified historically underrepresented students in computer science participated in interviews to understand computer science occupational identity development. Findings: Qualitative analysis revealed themes to understand the sources of occupational identity students described after experiencing computer science lessons: opportunity matters, supportive struggle, and collective knowledge and skill-building. Implications: This study demonstrates the importance of exposing underrepresented youth to computer science to foster agency, engagement in parallel classroom practices to build confidence in computational thinking mastery, and the importance of communities of practice to increase participatory learning opportunities.