The present study examined the associations between preservice teachers' help seeking tendencies, homework beliefs and behavior, and their individual characteristics such as academic delay of gratification, self-esteem, and self-handicap behavior (N = 63). The results indicated that preservice teachers who have a positive attitude toward help seeking are those who report high homework self-efficacy beliefs and high homework intrinsic interest. A preference for seeking help from peers appears to be inversely related to their homework intrinsic interest. Preservice teacher with a positive attitude toward help seeking are those who prefer to delay gratification, have high self-esteem, and low tendency to engage in a self-handicap behavior. Educational implications are discussed. The following are appended: (1) Homework Intrinsic Interest, Homework Self-Efficacy Beliefs, and Homework Self-Regulation; and (2) Activity References.