Peer relations, academic competence, and help-seeking behaviors of Black elementary school children were examined. Results indicated that, in comparison to boys, girls were preferred more as helpers, were perceived to be more academically competent, and sought help from peers more often. The distribution of boys and girls across different peer sociometric status groups (i.e., popular, rejected, average) in the classrooms did not differ nor was status in the classroom peer group related to the frequency of children's help seeking. The use of help seeking is suggested to be highly compatible with traditional culturally-based achievement styles of Blacks. Implications of the findings for promoting school adjustment and achievement in Black elementary students are discussed. (Contains 2 tables.)