As schools returned to in-person classes in SY21-22, the Exploring Connections to CS program was implemented for the first time as a strategy to help students make personal connections to CS content in ECS classes. Research shows that these connections are particularly important for Hispanic students, a student group that showed inequitable outcomes in previous research on ECS. With still some pandemic-related restrictions in place and limited access to the classroom, data collection during the pilot year consisted of student surveys and coursework, in addition to interviews with the teachers. Using findings from the analysis of student work, this paper explores how Hispanic students engaged in EC2CS activities and the types of personal connections they were making between CS topics and their lives. Findings suggest that themes of family and community are important aspects in Hispanic students’ lives. However, there is little evidence on whether using aspects of their lives increased students’ understandings of computer science topics. Thus, further research is needed to better understand the impact of EC2CS on Hispanic students’ overall CS learning experience. Additional research is also needed to explore the role of students’ linguistic backgrounds in their CS learning experiences. This is particularly relevant in the context of this study, as many of the Hispanic students in CPS are bilingual and/or classified as ELL.