Context: Help-seeking is an important self-regulating and proactive strategy that prepares students to be successful learners. It is particularly important in the clinical education setting, in which students must actively engage in learning. Objective: To determine both the type of help-seeking behaviors used by athletic training students in the clinical education setting and the relationship between help-seeking behaviors and achievement in their athletic training program. Design: Cross-sectional exploratory study. Setting: Online survey. Patients or Other Participants: Athletic training students from one Commission on Accreditation of Athletic Training Education-accredited athletic training program. Data Collection and Analysis: An online survey was developed using previously validated help-seeking and general self-efficacy scales and several demographic questions. Factorial multivariate analysis of variance and multivariate analysis of covariance and univariate analyses determined differences among respondents' demographic characteristics and other variables. Results: A total of 38 athletic training students responded to the online survey. There was a significant main effect for passing/failing of competency exams (Wilks ? = 0.680, F = 3.061, P = 0.034), semester (Wilks ? = 0.485, F = 6.905, P = 0.001), and interaction effect (Wilks ? = 0.591, P = 0.007). Follow-up analysis showed that first-semester students who passed had significantly lower scores for avoidance of help-seeking (M =1.229 ± 0.282) compared to first-semester students who didn't pass (M = 1.994 ± 0.079; P = 0.004). Conclusions: Students typically engaged in help-seeking behaviors beneficial for learning (ie, instrumental help-seeking). However, students who engaged in avoidance help-seeking had lower achievement scores when measured by the passing/failing of their competency exam at the end of their respective semester. Preceptors and athletic training educators are encouraged to detect the type of help-seeking behaviors students use and guide them to those that are conducive to learning and success.