Success in postsecondary education requires proficiency with academic online information seeking. Navigating the internet to find information is a complicated task that is vulnerable to lapses in attention. This study examined the relationships among Canadian graduate students' self-reported behavioral inattention symptoms, awareness and regulation of attentional focus (meta-attention), and online academic information seeking abilities. One-hundred and thirteen (99 female) graduate students (83 master's level, 27 doctoral level) completed an online self-report questionnaire examining domain- and strategic-experience, behavioral inattention symptoms, meta-attention, and online information seeking ability. Results indicated that self-reported inattention symptoms, both components of meta-attention and domain experience each significantly predicted unique variance in online information seeking ability. Implications for research and intervention are discussed.