Consistent with motivational models of help-seeking and self-regulated learning, this study examined the predictive relationships of help seeking, help avoidance, self-efficacy, task value, and achievement in final grades. A total of 215 engineering students enrolled in algebra answered the self-efficacy and task value scales (Pintrich, Smith, Garcia, & McKeachie, 1991) and help-seeking/help avoidance scale (Marchand & Skinner, 2007). Results showed that self-efficacy and task value were positively correlated with final grades, but help-avoidance was negatively correlated with final grades. Help-seeking and self-efficacy were both positively correlated with task value. Regression analyses showed that self-efficacy significantly and positively predicted both final grades and task value. On the other hand, help-avoidance negatively predicted final grades. Discussion was focused on those circumstances that are related to help-seeking behavior by highlighting the important role that self-efficacy plays in students' academic help-seeking behavior, task value, and achievement.