Building on Karabenick's earlier volume on this topic and maintaining its high standards of scholarship and intellectual rigor, this book brings together contemporary work that is theoretically as well as practically important. It highlights current trends in the area and gives expanded attention to applications to teaching and learning. The contributors represent an internationally recognized group of scholars and researchers who provide depth of analysis and breadth of coverage. After a foreword (W. McKeachie), a preface, and an Introduction (S. A. Karabenick), the book is divided into 10 chapters: (1) An Achievement Goal Perspective on Student Help Seeking and Teacher Help Giving in the Classroom: Theory, Research, and Educational Implications (R. Butler); (2) Help Seeking in Cooperative Learning Groups (N. M. Webb, M. Ing, N. Kersting and K. M. Nemer); (3) Helping Behaviors in Collaborative Groups in Math: A Descriptive Analysis (T. M. Kempler and E. A. Linnenbrink); (4) Help Seeking in Cultural Context (S. Volet and S. A. Karabenick); (5) When Is Seeking Help Appropriate? How Norms Affect Help Seeking in Organizations (B. A. Sandoval and F. Lee); (6) Help Seeking and the Role of Academic Advising in Higher Education (L. R. Alexitch); (7) Help Seeking in Higher Education Academic Support Services (W. Collins and B. C. Sims); (8) Students' Adaptive and Nonadaptive Help Seeking in the Classroom: Implications for the Context of Peer Harassment (R. S. Newman); (9) Towards Computer-Based Tutoring of Help-Seeking Skills (V. Aleven, B. M. McLaren, and K. R. Koedinger); and (10) Implications and Future Research: Where Do We Go From Here? (R. S. Newman).