Rapid expansion in the field of computer science has led some to categorize computer science (CS) as a basic right. However, women and other underrepresented minorities have historically been marginalized and excluded from STEM fields, including computer science. It is therefore important to consider student experiences in CS and particularly those who have experienced systemic oppression in these spaces. Prior research has explored possible ways to increase participation and retention but there is limited research on the psychological needs of students in STEM. This case study serves to add to the literature on undergraduates’ experiences in CS and begin conversations on how to study these concepts. Self-determination theory (SDT), utilized in this study, was originally designed to break down intrinsic and extrinsic motivations and is built off of the concept of individual psychological needs. The three psychological needs in SDT are autonomy, relatedness, and competency, where having these three needs met by an environment is what promotes intrinsic motivation to engage in an activity. Any of these three needs not being met is seen as compromising a person’s overall well-being and motivation to continue in an activity such as computer science. This investigation explored three case studies of undergraduate computer science majors’ psychological needs at an R1 institution. Each student volunteered to be a part of this work and participated in a virtual 45-60 minute semi-structured interview. The interview consisted of three primary questions, one for each of the psychological needs, with clarifying follow-up questions as needed. These transcripts were coded using the psychological needs as a priori codes. The three participants (de-identified) self-identified in the following ways: Zeke as a white man, Omar as a Middle Eastern man, and Bella as a Latina woman. The manner in which these participants’ psychological needs are met or not met in their home departments of computer science varied widely. These three case studies explored the psychological needs of the participating undergraduate students and provided a platform for them to share their experiences.