High school science classrooms across the United States are answering calls to make computation a part of science learning. The problem is that there is little known about the barriers to learning that computation might bring to a science classroom or about how to help students overcome these challenges. This case study explores these challenges from the perspectives of students in a high school physics classroom with a newly revamped, computation-integrated curriculum. Focusing mainly on interviews to center the perspectives of students, we found that computation is a double-edged sword: It can make science learning more authentic for students who are familiar with it, but it can also generate frustration and an aversion towards physics for students who are not.