Research in computer science (CS) education has largely focused on K–12 and four-year institutions, leaving community college (CC) students underrepresented in the literature. To address this gap, we adapted and tested a computing attitudes survey for CC students, and exploratory factor analysis revealed two emergent constructs: self-doubt, reflecting students’ uncertainty about their programming ability, and confidence-utility, reflecting their motivation and perceived value of CS. These constructs diverged from the originally hypothesized categories of attitudes and identity, and non-parametric analyses indicated that students with prior programming experience reported significantly lower self-doubt than those without. The findings provide preliminary guidance for refining the survey instrument and shaping future research protocols, including a recently approved IRB study with a larger sample of CC students.