In Study 1, teachers identified 6th-grade students (N = 844) as having 1 of 3 help-seeking behavioral tendencies in the classroom: avoidant, appropriate, or dependent. More students were identified as having appropriate (65%) than avoidant (22%) or dependent (13%) help-seeking tendencies. Student self-reports of help avoidance were in line with teacher reports. In Study 2, students displaying different help-seeking tendencies in math class differed from each other in self-reported motivational, affective, relational, and achievement-related ways. In general, avoidant help seekers had a more maladaptive profile compared with appropriate help seekers. In general, dependent help seekers had an adaptive profile regarding social relationships (similar to appropriate help seekers) but a maladaptive profile regarding anxiety, academic efficacy, and achievement (similar to avoidant help seekers).