Universities provide a range of problem-focused social support services to help students who are experiencing personal difficulties. The current study examines how the effectiveness of students' ("N" = 131) problem-coping style, experience of personal difficulty and psychological distress are associated with actual use of support services in the academic setting. Results indicate that students who experienced a personal difficulty and who had a more reflective problem-coping style were more likely to use student support services. In addition, students with less effective problem-focused coping styles (more reactive and suppressive, less reflective) reported greater psychological distress. The potential personal, psychological and academic benefits of the reflective problem-coping style are discussed.