Hispanic women make up only 2% of the computer science workforce (National Science Foundation, 2017). Negative stereotypes are one of the many factors that can influence career decisions, and these stereotypes can discourage young women from pursuing computer science. We designed a longitudinal study to assess the effectiveness of an afterschool high school coding club we created called CodeQueens. Across eight North County San Diego high schools, 248 girls (70% Hispanic) learned coding skills and participated in activities designed to increase computer science self-efficacy, identity, and career interest. Survey data were collected at three times during each of the four 10-week sessions (pre, mid, and post). We hypothesized that participating in the program would increase computer science identity, self-efficacy, and career interest. Results varied across each session. However, we observed a robust increase in computer science identity across each of the program sessions. This study highlights the potential of interventions such as CodeQueens to engage young women in computer science.