In academic settings, help-seeking and help-giving are two learning behaviors that have been shown to support student interaction and success. However, existing conceptualizations of these behaviors often overlook the influence of a student's cultural context. Specifically, there remains a lack of clarity around how students' attitudes and behaviors related to academic help-seeking and help-giving may differ in predominantly individualist versus collectivist cultural contexts. To address this issue, an integrative review of 18 sources from PsycINFO, ERIC, and Google Scholar was conducted to examine individualism and collectivism's relationship to students' academic help-seeking and help-giving behaviors. Results demonstrated that cultural orientation plays an important role in impacting students' willingness to seek and provide academic help, their motivations for participating in or avoiding helping interactions, as well as their preferred avenues for seeking and providing academic help. Ultimately, this review highlights the intertwined nature of culture and students' helping behaviors, as well as enhances existing understandings of how future research and educators can support students' help-seeking and help-giving behaviors in a culturally sensitive manner.