Computational thinking (CT) has attracted global research attention. However, the relationship between CT education and later aspirations in computing careers was less explored, and less attention was paid to understanding the intermediary role of computational identity. Based on social cognitive career theory, this study examined the relationships among CT learning experiences, computational identity, programming self-efficacy, and computing aspirations. Data were collected using questionnaires with 742 high school students from an urban city in China. A structural equation modeling analysis revealed the influencing factors of computing aspirations and the intermediary role of computational identity in bridging CT learning experiences to programming self-efficacy and computing aspiration. This study has implications for policies and research to further examine computational identity and understand the pathways to cultivating computing talents.