This study examined the impact of motivation orientation on the accuracy of metacognitive knowledge monitoring; the impact of metacognitive knowledge monitoring on academic help seeking; and the impact of motivation orientation on academic help seeking behavior, and the joint impact of metacognitive knowledge monitoring and motivational orientation on help-seeking. Data was obtained from 137 students. Results revealed subjects with higher knowledge monitoring ability reviewed more words which they had originally estimated not knowing. Participants with high knowledge monitoring ability reviewed more nonsense words. No significant results were obtained for the impact of motivation orientation on academic help seeking, or the joint impact of metacognitive knowledge monitoring, and motivational orientation on help seeking.