Navigating the hiring process and workplace in computing can require a combination of professional and technical competencies. What is less clear are the approaches educators may take to cultivate students’ development, prepare for technical interviews, and how the educational context might influence students’ needs and learning experiences. In this paper, we focused on the perspectives of computing faculty at Hispanic Serving Institutions (HSIs) in the southeastern region of the United States, a designation based on the proportion of students enrolled whose community affiliation is Hispanic or Latiné. Data collection included semi-structured interviews with (n = 20) participants, and we applied reflexive thematic analysis to examine the resultant transcripts. The findings suggested that critical thinking and decomposing problems could become even more relevant in light of the evolving landscape of generative artificial intelligence and its ability to create code. Faculty highlighted the value of taking more social approaches to computing instruction, such as enlisting pair programming and encouraging students to ideate on solutions with groups. Additionally, written and spoken language, as well as how they may pertain to the expression of technical concepts, were seen as important for students’ long-term success in the field. For students whose first language was Spanish (or a language other than English), instructors suggested incorporating oral presentations and providing constructive feedback on how students expressed coding solutions. The outcomes from this work can serve to offer insight not only for faculty at HSIs but also for educators seeking to consider new ways to support students.