In this study we draw upon a longitudinal perspective of degree attainment to examine the link between computer science (CS) coursework in high school and completion of a bachelor’s degree in CS. Using data on public high school graduates in Chicago from 2011-2019, we analyze how the number and type of CS courses taken in high school shape the likelihood of obtaining a CS degree. Through a series of pooled logistic regression models, and postestimation analyses, we find that each additional CS course taken in high school increases the odds of getting a CS degree. We also find that several types of courses, such as AP CS, further increase the probability of CS degree attainment. We discuss the potential for a CS pipeline in light of the findings presented here.