This article discusses design and usability issues pertaining to context-sensitive "help" in computer-assisted language learning (CALL). As part of the discussion, we present a study in which we examined the effects of three independent factors on student usage of context-sensitive "help": feedback, exercise type, and language proficiency. Forty study participants used an online parser-based CALL system for German which, for the purpose of the study, provided two distinct styles of feedback to four different exercise types ranging from translations to dictations. Moreover, the study considered three levels of language proficiency. In all cases, the CALL program displayed a link to context-sensitive grammar "help" specifically geared to the task and error at hand. Study results indicate that learner access of context-sensitive "help" differs significantly with respect to feedback, exercise type, and language proficiency. The article concludes with a number of recommendations for implementing context-sensitive "help" in CALL. (Contains 3 notes, 5 tables, and 8 figures.)