This study examined factors assumed to influence children's help-seeking styles in the classroom in the domains of math and reading. Children's rating of their comfort in asking for help, and the relation between mothers' helping strategies and children's help-seeking styles, were also investigated. Fifth graders (N=190) completed questionnaires assessing their comfort in seeking help, and their self-concept of ability (SCA) in math and reading. Teachers provided assessments of the students' help-seeking styles and talent in math and reading. Mothers reported the number of times they used various types of helping strategies with their child. Results indicated that children's SCA and their talent as rated by the teacher were related to help-seeking style. Children with low SCA and little talent were less likely to seek help when it was appropriate and were more likely to seek help even before they tried to solve a problem. There were no gender differences in help-seeking patterns. Gender and SCA were not related to children's comfort in seeking help. There was no relationship between the type of helping strategies mothers used and their children's help-seeking styles. (16 references; 4 tables/figures) (BC)