With ongoing concerns in undergraduate computer science education like growing enrollment and broadening participation, there is a need for reform. While there are many stakeholder perspectives to consider in reforms, students deserve to be prioritized because they face a variety of environmental challenges that lead to negative outcomes like attrition and failure. One possible technique for addressing these negative outcomes is to achieve value congruence, which is defined in this work as the match between a student's own values and their beliefs about the institution's values. Because value congruence is not well understood in the context of computer science education, the purpose of this study is to explore the degree of value congruence between undergraduate computer science students and their institution. To explore value congruence, this study takes a classroom ethnography approach using the Developmental Research Sequence (DRS) as the methodological framework. In terms of context, this study took place during the summer semester of 2023 in an introductory programming course titled, "CSE 2221: Software 1: Software Components." In total, sixteen students participated in the exploration of student values and their beliefs about the values of their institution. In the broadest terms, this study found that value congruence is rarer than value incongruence. Specifically, students believe they value the same reasons for taking summer classes as their institution, but they do not believe they value the same kinds of resources or expectations as their institution. When taking a deeper look at the emerging value incongruence, students believe that their institution tends to value the academic environment while they value additional environments like their social environment and the practitioner environment. Given that students at one institution experience more value incongruence than value congruence, it is likely that students at other institutions have similar experiences but with different gaps. Therefore, institutions interested in improving outcomes like retention and pass rates should reflect on their values in relation to student values. The resulting knowledge can be used to adapt computing education spaces to center student values. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]