Help-seeking is an essential tool for student success. Still, students, especially those underrepresented in STEM (UR-STEM) and those underrepresented in chemistry (UR-Chem), may be reluctant to employ help-seeking for academic success. Understanding help-seeking in online courses is crucial for developing equitable learning environments where students can engage with a community of inquiry. We analyzed help-seeking behaviors and responses to requests for help in an online college-level chemistry course's discussion forum. We found that requests for help were responded to equally, regardless of how explicitly students appealed for help. Furthermore, we found that UR-Chem students requested and responded to help similarly and received help at greater rates than their non-UR-Chem peers. Results support that productive and substantive help-seeking and help-giving discussions occur in an online discussion forum. Ultimately this work highlights a necessary learning skill, help-seeking, thereby informing chemistry instruction and learning. [This is the online version of an article published in "Journal of Chemical Education." For the final published version of this article, see EJ1319375.]