Elementary-school children were asked why they do, or do not, ask for help from parents, teachers, and classmates when they have problems in math and reading. Responses were correlated with achievement scores. Findings indicate (a) Classmates are seen as less helpful than adults in answering questions, (b) there is more concern about possible negative reactions (i.e., perceptions of being "dumb") from classmates than from adults, (c) children perceive a greater need for help in math than in reading, (d) girls are more concerned than boys about negative reactions to help-seeking in math, (e) the more children believe that asking questions is likely to help in learning, the more they like to ask questions, and (0 the lower children's achievement, the greater their reluctance to ask questions. Discussion focuses on ways in which children's attitudes differ according to academic subject and identity of the helper.

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