<p>Motivational factors are widely recognized as central to students’ engagement in cognitively demanding learning; however, the role of STEM career interest in the development of computational thinking during adolescence remains insufficiently understood. It is also unclear whether this association differs by gender. Grounded in Social Cognitive Career Theory, this study examined the association between STEM career interest and computational thinking among high school students and tested the moderating role of gender. Data were collected from 467 students (M_age = 16.05, <i>SD</i> = 1.20; 57.2% female) enrolled in public science high schools in Diyarbakır, Türkiye, using a descriptive correlational design. Participants completed the STEM Career Interest Scale and the Computational Thinking Skills Scale. Moderation analysis was conducted using PROCESS (Model 1) with 5,000 bootstrap resamples. STEM career interest was positively associated with computational thinking. Gender showed no significant main effect, and the interaction between STEM career interest and gender was not significant, indicating that the strength of this association was similar for female and male students. These findings suggest that, within academically selective STEM-focused environments, motivational orientations toward STEM are linked to computational thinking in comparable ways across genders. The results highlight the importance of supporting students’ motivational engagement, alongside instructional practices, in fostering computational thinking during secondary education.</p>