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This is a full research paper. Computer science is a young, dynamic and rapidly evolving discipline. Content knowledge has been the focus for higher education in the subject but none-technical skills have gained increasing attention. To develop competence in the discipline, dispositions are also needed, this aspect is however new to computer science education. This study explores novice computer science students' perceptions of essential competencies for success in the field. Reflective texts from 133 students at two Swedish universities collected during their first week have been qualitatively analysed using the Competency learning framework (CoLeaF) and tested for statistically significant differences within the student group using a Chi-Square analysis. CoLeaF describes a competence in terms of its dispositional, skill and knowledge elements. Students were primarily focusing on disposition and skill elements. Motivation, perseverance and creativity were the most common dispositions and skills related to problem solving and logic were most prominent, followed by collaboration and communication. Math was the predominant knowledge element reflected on, partic-ularly by students with more prior programming experience. Differences emerged between legal genders, with females emphasizing curiosity, being structured, having a goal, and being challenged more than males. The study highlights a need for CS education to cultivate both technical expertise and non-technical qualities alongside a deeper understanding of ethical and societal responsibilities within the field.