Computer science (CS) is gradually being recognized as a crucial component in secondary education around the world, prompting researchers and educators to work towards uncovering effective CS pedagogies, learning barriers, and student attitudes towards CS. However, prior research has yet to explicitly include the voices of secondary students in this conversation, and ask them what they want the pedagogy of their CS education to look like. In this study, we ask (1) what perceptions do secondary students have of CS education, and (2) what pedagogical desires do secondary students have for CS education? We investigated these questions with a cohort of 18 secondary students through co-design and speculative design workshops. Our analysis shows that students believe CS pedagogy should: have distributed responsibility and accountability, value the whole individual, foreground autonomy, community, and collaboration, as well as extend outside the classroom. Additionally, students believe CS pedagogy should support learning and be engaging and relevant. This work points to the urgency and importance of re-examining, disrupting, re-imagining, and redesigning what secondary CS classrooms, environments, and pedagogies educators should adopt in order to appeal to more students and and provide experiences for students to thrive.