Federal government policies have shifted the financial burdens of paying for college away from the public (e.g., grants and scholarships) to more onus placed on students and their families (Elliott & Friedline, 2013; Robb, 2011). However, budget cuts due to economic challenges often increase tuition rates (Orfield, 2002) that outpace what families can pay for with loans, scholarships, or out-of-pocket resources. This vulnerability posits college students as more susceptible to financial indebtedness and high levels of financial stress (Joo et al., 2008). One element of financial stress is financial self-efficacy, defined as a "belief in one's capability to mobilize the cognitive resources, motivation, and courses of action needed to meet task demands" (Wood & Bandura, 1989, p. 408). Perceived self-efficacy amongst college students is how they assess their ability to complete a task and engage in beneficial behaviors to achieve future goals. It is a core tenet of Bandura's (1986) social cognitive theory, applied to triadic reciprocity (the dynamic relationship of personal, behavioral, and environmental factors) in students' financial help-seeking behaviors. Grable and Joo's (1999; 2001) framework operationalized this process into five steps: (1) financial behavior exhibition, (2) financial behavior evaluation, (3) causes of identification, (4) deciding to seek help, (5) provider choices and alternatives. Steps 4 and 5's outcomes restart the process through adjustments and feedback (Grable & Joo, 2001). Those steps are potentially areas students can receive the most financial support or advice within academic support services departments (academic programs with a guidance or mentorship component). The impact of financial counseling in moving students from an emotional state of distress to one of hope or increased ability reduces financial stress from a social cognitive application. Thus, the purpose of this study is to explore the financial help-seeking behaviors of undergraduates with post-graduate degree goals using academic support services. This investigation will be a phenomenological study to contribute to the paucity of qualitative literature on financial help-seeking behaviors and financial aid support in higher education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]