Academic help-seeking can allow students to moderate their anxiety in difficult academic contexts, but students often shy away from asking for needed assistance. Muddiest point assignments in a hybrid human anatomy and physiology (A&P) course can address student struggles with academic help-seeking by making it an activity in which all students are expected to participate. The purpose of this pilot study was to investigate the use of a muddiest point reflection as a regular, mandatory component of a hybrid A&P course to determine if it could increase students' academic self-efficacy and reduce their anxiety around asking for assistance. Data was collected through pre-and post-course surveys to compare students' self-assessed self-efficacy and anxiety scores before and after using muddiest point reflections over the whole term. There was no significant difference between student self-efficacy or anxiety between the start and end of term. This pilot study suggests that further investigations into which factors influence and are influenced by academic help-seeking will clarify the development of effective help-seeking interventions. This study was supported as part of the Community College Anatomy and Physiology Education Research (CAPER) project (2111119).