This study investigated middle school students’ learning experiences with a computer science digital literacy (CSDL) curriculum, which was developed through a researcher-practitioner partnership (RPP) project. The curriculum is based on students learning Computer Science (CS) through creating mobile apps that serve community and social good. Both quantitative and qualitative data were collected from students in three urban districts: 1) 330 paired pre- and post- survey responses indicating students’ confidence and interest in learning CS and creating apps for social good; 2) 343 open-ended question responses in the post-survey probing into students’ perceptions on learning CS after taking the course. Whether there were gender differences emerged from both data were also examined. The results show that students’ confidence in coding and creating apps for social good are significantly increased after completing the course, regardless of gender. However, their interest in pursuing CS learning remains at a low level. Further analysis shows no significant gender differences on their confidence increase, whereas male students reported overwhelmingly stronger interest than female students. Qualitative analysis of the open-ended responses reveals that both male and female students appreciated the collaborative learning environment and learning coding through making apps. Male students did not like certain instruction approaches that their teachers used. Female students expressed their dislike of coding in general. We applied the interest development theory to further understand these results, which allows us to consider the trajectory of students’ interest development of CS.