This article compares actual help-seeking frequencies across online and face-to-face learning environments. It also examines strategies enacted by nursing students when they faced academic difficulties, reasons for help-seeking avoidance, and the relationship between the frequency of asking questions and achievement. Participants were nursing students enrolled in a course with two sections; online (n = 25) and face-to-face (n = 31). It was hypothesised that students in the online section would ask more questions, be less concerned about social embarrassment, and report the desire for autonomy as one of the main reasons for avoiding seeking help. It was also expected that students' achievement would be significantly correlated with help-seeking frequency. The results supported the above hypotheses except for the frequency of help-seeking in the online section compared to the face-to-face section. Implications and directions for future research are suggested. (Contains 1 figure and 4 tables.)