This paper investigates the multifaceted factors influencing student intentions to drop out of Computer Science (CS) programs. A comprehensive analysis of various studies highlights the significant role of expected GPA, which negatively impacts student retention, whereas variables such as “Year of studies left” and “Effort” exhibit positive effects. The analysis further identifies specific challenges faced by CS minor students, including time constraints and motivational deficits. Early academic performance emerges as a critical indicator of future success or failure within the discipline. Gender-specific challenges are particularly pronounced, with female students experiencing higher rates of dropout linked to “belonging uncertainty” and lower academic achievements in initial courses. Additionally, this study explores the impact of poor teaching quality, excessive workload, and lack of supportive academic environments on dropout rates, noting that these factors disproportionately affect female students. The research also examines dropout factors among doctoral CS students, emphasizing the importance of advisor support and the perceived meaningfulness of work tasks. Lastly, the underrepresentation of women in CS is scrutinized through the lens of societal stereotypes, personal values, and initial preparedness for college-level CS studies. By integrating these diverse factors, this paper aims to provide a holistic understanding of the dropout phenomenon in CS education, offering insights for developing more inclusive and supportive educational practices.